Use of aquaponics project-based environments to improve students’ perception of science, technology, engineering, and mathematics (STEM) disciplines and career pathways

Authors: THOMPSON, KENNETH - Kentucky State University; Webster, Carl; POMPER, KIRK - Kentucky State University; KRALL, REBECCA - University Of Kentucky

Submitted to: Interdisciplinary Journal of Environmental and Science Education
Publication Type: Peer Reviewed Journal
Publication Acceptance Date: 3/12/2023
Publication Date: 4/1/2023
Citation: Thompson, K.R., Webster, C.D., Pomper, K.W., Krall, R.M. 2023. Use of aquaponics project-based environments to improve students’ perception of science, technology, engineering, and mathematics (STEM) disciplines and career pathways. Interdisciplinary Journal of Environmental and Science Education. 19(2). Article e2309. https://doi.org/10.29333/ijese/13102.
DOI: https://doi.org/10.29333/ijese/13102

Interpretive Summary: There is a need for secondary schools in the U.S. to get students interested in, and prepared for, jobs that are based in science, technology, engineering, and mathematics (STEM) as there is a critical shortage and need in these disciplines if the Nation is to move forward into a new era of technologically driven opportunities. However, many students are very reluctant to take STEM courses. Thus, secondary schools need to provide more authentic, hands-on experiences in STEM disciplines and specifically, more project-based investigation (PBI) environments in the classroom to pique student's interests. Aquaculture (fish farming), and specifically aquaponics (the mix of aquaculture and hydroponics) appears to be a likely candidate for such hands-on classroom learning as the disciplines involve all of the STEM disciplines. This study investigated how, and to what extent, a contextualized aquaponics PBI (APBI) 10-week model unit affected high school students’ attitudes and interest towards STEM in general, and aquaculture and aquaponics specifically, in future STEM-related disciplines and/or STEM career pathways. Currently, there is very little research literature on how APBI may engage students in initiating affective attitudes and interest in their local environments, and potentially pique their interests in STEM and aquaculture/aquaponics fields as a career choice. Using a quantitative method, quasi-experimental research design, three different student groups who participated in the authentic, hands-on APBI intervention (i.e., treatment groups) were given a pre- and post-attitude/interest survey (N=55). The 12 survey items were rated by a 5-point Likert-type scale that measured changes in student interest and attitudes toward STEM as discipline and area of interest. The results in this study revealed that the intervention contributed to students’ positive attitudes toward STEM in general, and aquaculture and aquaponics, and to students’ developing an interest in STEM disciplines and/or STEM career pursuits. The implications of this study suggest APBI models may pique secondary students’ interest in STEM-related disciplines and/or career pathways.

Technical Abstract: There is a need for secondary schools to provide more authentic, hands-on experiences in science, technology, engineering, and mathematics (STEM), and specifically, more project-based investigation (PBI) environments in the classroom that manifest the Next Generation Science Standards (NGSS) following practices they prescribe. This study investigated how, and to what extent, a contextualized aquaponics PBI (APBI) 10-week model unit affected high school students’ attitudes toward STEM in general, and aquaculture and aquaponics, and interest in future STEM-related disciplines and/or STEM career pathways. Currently, there is very little research literature on how APBI may engage students in initiating affective attitudes and interest in their local environments, and potentially pique their interests in STEM and aquaculture/aquaponics fields as a career choice. Using a quantitative method, quasi-experimental research design, three different student groups who participated in the authentic, hands-on APBI intervention (i.e., treatment groups) were given a pre- and post-attitude/interest survey (N=55). The 12 survey items were rated by a 5-point Likert-type scale that measured changes in student interest and attitudes toward STEM as discipline and area of interest. In addition, the survey included a profile of the respondents with the demographic items. The results in this study revealed that the intervention contributed to students’ positive attitudes toward STEM in general, and aquaculture and aquaponics, and to students’ developing an interest in STEM disciplines and/or STEM career pursuits. Overall, an appreciation for and interest in STEM and aquaculture can be attributed to the project-enhanced unit implemented in this study. The implications of this study suggest APBI models may pique secondary students’ interest in STEM-related disciplines and/or career pathways.