Blue-Green Farms of the Future: Using Aquaponics at Primary School to Foster Sustainable Development.
Authors
Bosire, Collins Momanyi ; Sikora, Tomasz Adam
Term
4. term
Publication year
2017
Submitted on
2017-06-09
Pages
119
Abstract
This thesis explores whether aquaponics can function as an educational tool in Danish primary schools to strengthen children’s food literacy and promote sustainable development. Using an action research approach, the authors designed and installed an innovative aquaponics unit in a public primary school in Copenhagen as a real-world intervention and learning platform. Data were collected mainly through qualitative semi-structured interviews, complemented by observations: four teachers (including the headmaster), a community technical bio-farmer, and a group of four students participated. The interview transcripts were examined through thematic analysis drawing on Kvale and on Braun and Clarke to identify patterns and meaning. The analysis organized findings into themes of challenges, opportunities, relevance, expectations, senses, stakeholders, and sustainability. Results indicate that, although technically complex, the technology is feasible in the primary school setting and can be used across subjects as a hands-on learning tool that engages students’ senses and supports cross-curricular learning about food and sustainability. At the same time, implementation is constrained by technical and organizational issues, inadequate user commitment, poor communication among stakeholders, and limited ongoing engagement. The thesis concludes that successful adoption requires a solid grasp of system complexity, realistic assessment of available resources, and strong stakeholder collaboration. Further research is needed to evaluate the effectiveness of aquaponics in improving students’ food literacy.
Denne afhandling undersøger, om akvaponik kan bruges som et pædagogisk værktøj i danske folkeskoler til at styrke elevers madkundskab og fremme bæredygtig udvikling. Med en aktionsforsknings-tilgang blev der designet og opført et innovativt akvaponik-anlæg på en offentlig folkeskole i København som intervention og læringsplatform. Datagrundlaget bestod primært af kvalitative, semistrukturerede interviews suppleret med observationer: fire lærere (inklusive skolelederen), en teknisk bio-landmand fra lokalsamfundet samt en elevgruppe på fire elever deltog. Interviewmaterialet blev analyseret ved tematisk analyse med afsæt i Kvale, Braun og Clarke for at identificere mønstre og meningsfulde temaer. Analysen organiserede fundene i temaerne udfordringer, muligheder, relevans, forventninger, sanser, interessenter og bæredygtighed. Resultaterne peger på, at teknologien er kompleks, men potentielt anvendelig på tværs af fag som et hands-on læringsredskab, der kan engagere elevernes sanser og støtte tværfaglig forståelse af mad og bæredygtighed. Samtidig fremkom vigtige barrierer for implementering, herunder tekniske og organisatoriske udfordringer, utilstrækkelig forpligtelse blandt brugere, mangelfuld kommunikation mellem aktører og begrænset løbende engagement. Afhandlingen konkluderer, at en vellykket anvendelse kræver solid forståelse for systemets kompleksitet, realistisk vurdering af tilgængelige ressourcer og stærk interessentsamarbejde. Der er behov for mere forskning i, hvor effektiv akvaponik er til at forbedre elevers madkundskab.
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