Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-4300
Title: Aquaponic in classrooms as a tool to promote system thinking
Authors : Junge, Ranka
Wilhelm, Sandra
Hofstetter, Urs
Proceedings: Prenos inovacij, znanja in izkušenj v vsakdanjo rabo = transmission of innovations, knowledge and practical experience into everyday practice
Pages : 234
Pages to: 244
Conference details: 3. konferenca z mednarodno udeležbo - konferenca VIVUS, s področja kmetijstva, naravovarstva, hortikulture in floristike ter živilstva in prehrane = 3rd Conference with International Participation - Conference VIVUS, Conference on Agriculture, Environmentalism, Horticulture, Floristics, Food Production and Processing, Strahinj, Naklo, Slovenia, 14–15 November 2014
Editors of the parent work: Maček, Melita Ana
Maček Jerala, Milena
Kolenc Artiček, Majda
Publisher / Ed. Institution : Biotehniški center Naklo
Publisher / Ed. Institution: Strahinj
Issue Date: 2014
License (according to publishing contract) : Licence according to publishing contract
Type of review: Not specified
Language : English
Subjects : Aquaponics; Urban farming; Education; System thinking
Subject (DDC) : 370: Education
630: Agriculture
Abstract: „System thinking with Aquaponic“ is an educational concept that aims to train students in system thinking by using a connected fish and plant culture system. System thinking is seen as a central skill in education for sustainability. Between October 2007 and January 2008, a teaching sequence took place with three classes of 7th grade students in the Zuerich agglomeration, Switzerland. Several themes were introduced in the lessons by means of a classroom model: what is a system, relationship between system components, feedback loops and self-regulation and finally planning and construction of an Aquaponic classroom system. The students then also operated and monitored the system. The effect of the teaching sequence on system thinking competences was assessed at the beginning and at the end of the sequence. The ability of students to think in a systemic way instead of linear succession improved significantly in the posttest compared to the pretest. In addition, gender specific differences in relation to learning systemic thinking were compared. Female students showed slightly better results than male students; the reasons for this could not be pinpointed.
Departement: Life Sciences und Facility Management
Organisational Unit: Institute of Natural Resource Sciences (IUNR)
Publication type: Conference Paper
DOI : 10.21256/zhaw-4300
ISBN: 9789619356432
URI: https://digitalcollection.zhaw.ch/handle/11475/2658
Appears in Collections:Publikationen Life Sciences und Facility Management

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