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Vključevanje akvaponike v učni proces srednješolskega poklicnega izobraževanja v Sloveniji Integration of aquaponics into the learning process of vocational education in Slovenia
Abstract
Akvaponika je kombinacija akvakulture in hidroponike. V krožnem sistemu odpadni produkti iz akvakulture vstopajo v hidroponični del kot hranila za gojenje rastlin. Zaradi težnje po učinkovitejših proizvodnih postopkih, varovanju okolja in zdravju ljudi, je akvaponika prepoznana kot potencial na področju zelenih delovnih mest. Za namen usposabljanja za zelena delovna mesta stroka predlaga prenovo in uvajanje novih izobraževalnih programov za tovrstna delovna mesta. V magistrski nalogi smo raziskali možnost vključevanja akvaponike v učni proces poklicnega izobraževanja. V ta namen smo analizirali kataloge znanj strokovnih modulov srednješolskega poklicnega izobraževanja biotehniških smeri, v Sloveniji za izobraževalne programe: Gospodar na podeželju, Hortikulturni tehnik, Kmetijsko-podjetniški tehnik in Naravovarstveni tehnik. Rezultati analize so izkazali združljivost katalogov znanj s cilji vezanimi na akvaponiko. Razvili smo izobraževalni modul Akvaponika, po vzoru nacionalne poklicne kvalifikacije ter izdelali didaktično osnovo za usvajanje znanj in spretnosti iz akvaponike. Modul Akvapnika smo izvedli pri dijakih 2. letnika izobraževalnega programa Naravovarstveni tehnik. S pred in potestom znanja, testom spretnosti ter evalvacijo izvedenega učnega procesa, smo preverili učinkovitost predlaganih učnih enot na kognitivnem, psihomotoričnem in afektivnem nivoju. Rezultati so izkazali napredek dijakov v usvajanju kognitivnih znanj in spretnosti s pomočjo akvaponike. Učna priprava, ki vsebuje teoretični in praktični del se je izkazala kot primerna. Evalvacija učnega procesa s strani dijakov je bila pozitivno naravnana, dijaki so akvaponiko ocenili kot zanimivo zaradi vključevanja izkustvenega učenja v pouk. Med dijaki srednješolskih poklicnih biotehniških smeri v Sloveniji, smo izvedli anketo, kjer nas je zanimalo poznavanje akvaponike, stališče do hrane pridelane v akvaponiki in izkazovanje zanimanja za uporabo akvaponike v lastnem gospodinjstvu. V anketi je sodelovalo 1049 dijakov, od tega jih je 42,9 % za akvaponiko v preteklosti že slišalo. Rezultati ankete izkazujejo manjše zanimanje dijakov za izbiro modula Akvaponika, predvidevamo, da je to posledica usmerjenosti katalogov znanj za biotehniške smeri k tradicionalni pridelavi hrane. Raziskali smo prisotnost in uporabo akvaponične enote kot učnega pripomočka na območju Slovenije. Izvedli smo intervju z izvajalci, ki so v preteklosti ali še danes izvajajo učni proces s pomočjo akvaponične enote. Rezultati so izkazali pozitivne izkušnje intervjuvancev pri vključevanju akvaponike v učni proces.
Aquaponics refers to a combination of aquaculture and hydroponics. Waste products from an aquaculture system enter the hydroponic part in a recirculation system as feed for growing plants. Due to its efficient production processes, protection of the environment and human health, aquaponics has been recognised as a potential for green jobs. For the purposes of training for green jobs, experts have proposed the introduction of new educational programmes for these kinds of jobs. The possibility of including aquaponics in the teaching process in vocational education in Slovenia was explored in the master’s thesis. Catalogues of knowledge and professional modules of secondary vocational education (subject: biotechnology) in Slovenia were analysed for the following educational programmes: land manager, horticultural technician, technician in agriculture and management, and environmental technician. The results of the analysis have shown compatibility of catalogues of knowledge with the goals connected with aquaponics. Following the example of national vocational qualifications, an educational Aquaponics module and a teaching basis for assimilating knowledge and skills in aquaponics was developed. The Aquaponics module was implemented in a class of 2nd year students of the Environmental Technician educational programme. The efficiency of the proposed teaching units was tested on the cognitive, psychomotor and affective level using a pre and post-testing of knowledge, skills and the evaluation of the implemented teaching process. Results have shown students’ progress in assimilating cognitive knowledge and skills through aquaponics. Lesson preparation which included a theoretical and practical part proved suitable. Students’ evaluation of the teaching process was positive; they described aquaponics as interesting since learning through experience was included in the lessons. A survey was carried out among students of secondary vocational schools (subject: biotechnology) to get an insight into their understanding of aquaponics, their views on food produced with aquaponics and their interest in using aquaponics in their own household. 1049 students participated in the survey; 42.9% have heard of aquaponics in the past. Survey results showed reduced student interest for selecting Aquaponics module; this is attributed to the fact that catalogues of knowledge are orientated toward a more traditional method for production of food. The presence and use of an aquaponics unit as a teaching aid in the territory of Slovenia was examined. An interview was done with practitioners who use or have used an aquaponics unit in their teaching process in the past. Results have shown positive experiences in including aquaponics in their teaching process.
This chapter provides an overview of possible strategies for implementing aquaponics in curricula at different levels of education, illustrated by case studies from different countries. Aquaponics can promote scientific literacy and provide a useful tool for teaching the natural sciences at all levels, from primary through to tertiary education. An aquaponics classroom model system can provide multiple ways of enriching classes in Science, Technology, Engineering and Mathematics (STEM), and the day-to-day maintenance of an aquaponics can also enable experiential learning. Aquaponics can thus become an enjoyable and effective way for learners to study STEM content, and can also be used for teaching subjects such as business and economics, and for addressing issues like sustainable development, environmental science, agriculture, food systems, and health. Using learner and teacher evaluations of the use of aquaponics at different educational levels, we attempt to answer the question of whether aquaponics fulfils its promise as an educational tool.
Aquaponics, the integrated production of fish and hydroponic crops in a recirculating system, is an intensive cultivation method in which metabolic fish wastes fertilize plants. This study compares the effects of two aquafeeds on Red amaranth (Amaranthus tricolor) productivity and on water quality parameters under cultivation of Blue tilapia (Oreochromis aureus), in three aquaponic replicate units per treatment over a 60-day experimental trial. The fishmeal-based control feed contains higher crude protein (40 %) and phosphorus (1.12 %) than the plant-based alternative feed (32 % and 0.40 %, respectively). The alternative feed resulted in a significantly higher amaranth crop yield (p < 0.05), with significantly lower concentrations of nitrate-N (NO3-N) and total dissolved solids (TDS) in the aquaponic culture water over the course of the experiment. Orthophosphate (PO4-P), total ammonia nitrogen (TAN), pH and dissolved oxygen (DO) levels were not significantly different between the control and alternative aquafeed treatments. Economic analysis revealed that improved plant productivity from the plant-based, lower-protein aquafeed may potentially increase total aquaponic farm revenue despite reduced fish production.
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.
Aquaponic (AP) and greenwater tank culture (GW) systems have been developed at the University of the Virgin Islands for the intensive production of fish. Aquaponics is the combined culture of fish and hydroponic plants in recirculating systems. Greenwater tank culture utilizes a mixed suspended growth process involving autotrophic and heterotrophic bacteria and phytoplankton for water treatment. Large quantities of organic waste are removed from these systems daily. This organic waste is a potential source of inorganic nutrients for hydroponics. Samples of AP and GW sludge were continuously aerated for 29 days to facilitate mineralization. EC increased from 4.6 to 6.0 mS/cm (3200 to 4200 ppm TDS) in AP sludge and from 1.8 to 3.4 mS/cm (1260 to 2380 ppm TDS) in GW sludge. Thirteen nutrients (Ca, Mg, K, NH4, NO3, PO4, SO4, Fe, Mn, Zn, Cu, B and Mo) were compared to a standard hydroponic lettuce formulation (Resh, 1995). Final concentrations of six AP nutrients and eight GW nutrients exceeded standard hydroponic values while concentrations of seven AP nutrients and five GW nutrients were less than standard hydroponic values. Na and Cl concentrations in AP and GW sludge exceeded the recommended values for hydroponics. Hydroponic nutrient formulations derived from aquaculture waste may require dilution, supplementation and source material (fish feed) without salt.
As aquaculture continues to grow at a rapid pace, understanding the engineering behind aquatic production facilities is of increasing importance for all those working in the industry. Aquaculture engineering requires knowledge of the many general aspects of engineering such as material technology, building design and construction, mechanical engineering and environmental engineering. In this comprehensive book, Odd-Ivar Lekang introduces these principles and demonstrates how such technical knowledge can be applied to aquaculture systems, offering the reader coverage including: • Construction and design of aquatic production facilities • Water transportation and treatment • Different production units • Feed and feeding systems • Instrumentation and monitoring • Fish transportation and grading • Cleaning and waste handling Fish farmers and other personnel involved in the aquaculture industry, suppliers to the fish farming business and designers and manufacturers will find this book an invaluable resource. The book will be an important addition to the shelves of all libraries in universities and research institutions where aquaculture, agriculture and environmental sciences are studied and taught.
This thesis provides a cash flow analysis of an aquaponics system growing tilapia, perch, and lettuce in a temperate climate utilizing data collected via a case study of an aquaponics operation in Milwaukee, Wisconsin. Literature regarding the financial feasibility of aquaponics as a business is scant. This thesis determines that in temperate climates, tilapia and vegetable sales or, alternatively, yellow perch and vegetable sales are insufficient sources of revenue for this aquaponics system to offset regular costs when grown in small quantities and when operated as a stand-alone for-profit business. However, it is possible to reach economies of scale and to attain profitability with a yellow perch and lettuce system. Moreover, there may be ways to increase the margin of profitability or to close the gap between income and expense through such things as alternative business models, value adding, procuring things for free, and diversifying revenue streams. Any organization or individual considering an aquaponics operation should conduct careful analysis and planning to determine if profitability is possible and to understand, in the instance that an aquaponics operation is not profitable, if the community and economic development benefits of the system outweigh the costs. Keywords: aquaponics, fish, tilapia, perch, lettuce, farming, closed-loop systems, community development, economic development, cash flow analysis, sustainability, economic viability, hydroponics, recirculating aquaculture systems, integrated aquaculture, integrated agriculture, worker-owned cooperatives, agroecology.
