60 SEP TEMBER 2022 • WORLD AQUACULTURE • WWW.WA S .ORG and Gomez 2001). There is a growing worldwide interest in developing student knowledge, skills and attitudes toward STEM education in formal and informal learning environments (National Science Board 2010, National Research Council [NRC] 2012). Economic projections point to a need for one million more STEM professionals than the United States would produce over the next decade (Olsen and Riordan 2012). A STEM “pipeline problem” exists in the United States, where STEM careers are growing rapidly (Maltese and Tai 2011). Providing opportunities for student engagement in STEM education has extended to various contexts among countries during the last decade (Barker et al. 2014). Recent educational reforms call for research that will ultimately produce STEM innovators who become leading STEM professionals and improve society (National Science Board 2010). Personal interest and motivation are key components in inspiring students to pursue careers and paths in STEM learning (Mohr-Schroeder et al. 2014) and contributes to their success in retaining STEM content (Bell et al. 2009). Exposure to a variety of STEM opportunities will have a positive long-term effect on individuals and the overall STEM education community (Wai et al. 2010). Many students have a lack of interest and proficiency in mathematics and science, specifically students from underrepresented populations (Mohr-Schroeder et al. 2014). Although research has emphasized that all students be prepared and inspired to learn STEM content, there is a need to focus specifically on students of color, females and students from low socioeconomic backgrounds (Elam et al. 2012, Muzzatti and Agnoli 2007, National Alliance for Partnerships in Equity 2009, President’s Council of Advisors on Science and Technology [PCAST] 2010). There is an interest and achievement gap among African-Americans, Hispanics and females in STEM fields that limits participation Introduction Science teachers have different ways to teach a topic to hook students’ interest and help them have enduring understanding. Teacher-centered instruction generally uses a lecture strategy that often encourages students to memorize facts and information that may not be connected with their past experiences, prior knowledge and/or interests. Furthermore, traditional, fact-based methods of teaching may limit students’ opportunities to share ideas and information freely with each other. One solution to address this problem is to make students more active learners in science classrooms and embrace curricula that fosters student-centered learning in authentic, problem-based environments. This approach may help students develop a deeper and more connected understanding of scientific concepts rather than a focus on scientific facts. Project-based investigations (PBI) that are more relevant and community-connected can engage secondary students and may capture their interests in science, technology, engineering and mathematics (STEM) subjects and careers. Many urban, lowincome students describe science as a discipline that generates sentiments such as boredom, anxiety, confusion and frustration (Basu and Barton 2007). Students do not like science because it is not connected to their personal experiences and interests. Although many students do, in fact, develop sustained interest in science, that interest is not always cultivated in traditional venues like high school. Science needs to become more inclusive and meaningful for students in a way that parallels natural significance in particular communities while complementing standards-based curricula (Hammond 2001). Hammond (2001) reported that students who entered her science methods class have a belief that science is just facts and computations. Science education researchers have argued that a disconnect between school and home or community life may result in students’ feeling that science is impractical, alien and in contradiction with the beliefs and practices of their lives (Boullion Use of Aquaculture and Aquaponics in High Schools to Teach Environmental and Ecological Concepts Kenneth R. Thompson, Carl D. Webster, Kirk W. Pomper, Jim H. Tidwell and Rebecca M. Krall FIGURE 1. Photo of high school student with a mini-aquaponics system used for 4-wk investigations in the classroom.
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