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.