Abstract:

The diversity of soil colours represents a valuable resource for communicating soil knowledge to different audiences. However, in Basic Education, soil-related content is often approached in a fragmented and decontextualised way, limiting students’ understanding of its characteristics, functions and importance for environmental education and sustainability.

This study reports on a pilot test designed to evaluate the educational potential of the Painting with Soils Manual as a pedagogical strategy to promote soil literacy among students in basic education. Specifically, it explores how creative activities using soil pigments can enhance students’ understanding of soil characteristics and functions. The manual proposes activities aimed at fostering environmental education and strengthening students’ connection with soils and their conservation. It promotes curiosity, observation and exploration of soil as an essential natural resource, highlighting characteristics such as colour, texture and origin. Additionally, it supports the development of sensory, expressive and fine motor skills through artistic practices using natural materials, while encouraging interdisciplinary learning by articulating science, art and citizenship.

A pilot test was conducted with 30 students from the Centro de Infância Arte e Qualidade (CIAQ) [Art and Quality Childhood Centre] in Aveiro, Portugal, where the activity was integrated into the school’s Eco-Schools programme. The activities were conducted in two sessions led by researchers, with support from classroom assistants. Data were collected through structured classroom observations, researchers’ field notes, and analysis of students’ interactions with the materials during the activities.

The evaluation focused on three analytical dimensions:
(i) students’ engagement and curiosity during the activities,
(ii) evidence of emerging understanding of soil characteristics and functions, and
(iii) the feasibility of implementing the activities in an educational context, particularly regarding the use of the manual.

Observations during the implementation indicated that assistants did not feel fully prepared to conduct the activities independently, and the sessions were therefore led by the researchers. Students also showed limited prior contact with soil-related content at school, generally associating soil with agricultural or construction activities and being unfamiliar with soil-based paints or wax crayons. Despite this, observations revealed high levels of engagement, curiosity, collaborative exploration and active learning, particularly when comparing soil textures and colours. The experience culminated in a school event where students exhibited their paintings, which was also presented during the World Soil Day (5/12/2025) celebration at the University of Aveiro.

This pilot study suggests that integrating artistic practices with soil science can foster soil literacy in education while promoting interdisciplinary learning and environmental awareness. Creating non-toxic paints from soils enables students to explore textures, colours and differences between samples, stimulating both scientific thinking and creative expression. These activities are adaptable across curricula and support collaborative, contextualized learning. The findings contribute a practical and replicable model for enriching education and strengthening children’s connection with the natural environment through active and sensorial learning.

Keywords:

Soil Education, Soil Literacy, Interdisciplinary Learning, Environmental Education.