Our global population continues to increase and so must our food production. However, the literature indicates that fewer people have access to safe or sufficient food sources. This research is one step in helping to confront this problem, as we look at ways to increase middle school student interest in agriculture, including food production, distribution, and agricultural technology. With the use of an active vertical tower and a passive two-liter bottle, hydroponic system students were provided the opportunity to grow and eat their own buttercrunch lettuce in the classroom. Overall, it was found that student interest in, and understanding of, food production, distribution, and technology in agriculture increased following these project-based learning experiences. Though there are several factors that indicate the need for replication of this study in order to confirm its results, these findings are a promising start to introducing students to agriculture and encouraging students to learn alternate ways of food production.
2. Project-Based Learning & Hydroponics in Education
Topic
Student engagement in agricultural-related
activities and/or career pathways.
Problem
Students have a limited understanding of, or
interest in agriculture; specifically how food is
grown and distributed.
Purpose
Use project-based learning to give students
experiences with specific agriculture techniques
and to pique their interest in careers related to
agriculture and technology.
Question
Can PBL be used to increase student interest in,
and the understanding of, food production,
distribution, and technology in agriculture?
3. Importance
● Food Deserts and Socio Economic
Status
● Transportation solutions
● Vertical farming can bring food and
indoor greenery to these
communities
● Agriculture education is declining as our
population increases.
● PBL can be messy but comes with
significant benefit to the learner
● Makes the learning less like school
Pink Represents Low-Access to Healthy and Affordable Food
https://www.ers.usda.gov/data-products/food-access-research-atlas/go-to-the-atlas/
4. Research Process
Difficulties
● Plants growing at different rates throughout the school.
● Students touching/injuring plants
Evidence
● Pre and post survey asked questions about interest and understanding
● Measured interest with meaningingfulness, impact and competence
● Overall student interest increased and was supported by data
● Observations were longer in later weeks and showed a deeper level of understanding.
● Ex: “I kind of understand more that when food is grown hydroponically it can grow faster
and it's better for the winter time because you don't need sunlight and doesn't freeze.”
Surprises
● Students named plants and were very engaged
● Students generally like the passive system
● Less like school, looked forward to seeing their plants
5.
6. Impact
Educator
● Renewed commitment on creating an environment conducive to student learning.
● Thinking big!
● My influence will be greater with district realignment plans.
Teaching others
● Conferences
● Brainstorm with fellow educators to help them learn to implement PBL
● Encourage PBL implementation across the district with new schools and curriculum.
Next steps
● Reflect, refine and replicate
● Expand and collaborate to create more multidisciplinary approaches
● Contribute to district plan to encourage PBL
