Abstract To evaluate the willingness of teachers to incorporate aquaponics in the classroom, we engaged teachers in a 6-week project. Participants in the experimental group maintained small-scale aquaponic systems. All teachers completed pretests and posttests, and exit surveys. Both groups (experimental and control) scored significantly higher on the posttest, but there was no significant score difference between groups. In the exit surveys, participants from the experimental group expressed a greater likelihood to use an aquaponic system at home or in the classroom, believed the system was easy to maintain, and strongly agreed it would help students with math and science.
Mobil →
