Soil classification maps: A valuable tool for learning, interpreting and transferring soil knowledge.

To provide a global vocabulary for communicating about soils, soil scientists soon developed systems for classifying natural soil bodies. However, it required having previous knowledge to apply it, often with specific language and complex architecture. This study explores how an innovative methodology could engage students to improve their knowledge of soil science. The study sample included 336 university students of Environmental Sciences in Barcelona, Spain over a period of five years (2013–2017). The methodology applied looked to promote active learning going from a teacher-centered to a student-centered approach. Different types of activities were proposed both inside (face-to-face session and final test) and outside (online questionnaire) the classroom. The face-to-face session lasts 3 h, during which students must first become familiar with soil properties and classification, establishing the role of geographic distribution in the nature of soil. The results of this study conclude that students benefit from the face-to-face session, including active learning activities, as reflected in the online questionnaire and final test results. The final test also revealed differences between the grades obtained in the contextualized problem on soil genesis, soil classification, and soil evaluation, related with the face-to-face session, and the questions focused on learning before doing. • The question of how to teach soil classification has plagued teachers for years. • Student feedback indicates that the level of learning increases with the active learning. • The contextualization of soil classification in a global map is an effective strategy. [ABSTRACT FROM AUTHOR]