EVALUATION OF STUDENTS' PERCEPTIONS AND BEHAVIOR OF PROJECT-BASED LEARNING PROGRAMS THROUGH HANDS-ON AQUACULTURE ACTIVITIES  

Kenneth R. Thompson* Buddhi R. Gyawali, Jeremy D. Sandifer, Vikas Kumar, Kirk W. Pomper, John D. Sedlacek, James H. Tidwell, Forrest S. Wynne, and Carl D. Webster
 
 Aquaculture Research Center
 Kentucky State University
 Frankfort, KY 40601 USA
 ken.thompson@kysu.edu  

Aquaculture learning activities can enhance students' academic performance in Science, Technology, Engineering, and Mathematics (STEM) disciplines and make them more relevant through authentic hands-on experiential learning opportunities. It has been shown that aquaculture has potential to address workplace skills and promote youth development.

Pre-college programs were evaluated at Kentucky State University (KSU). A three-week Summer Apprenticeship Program (SAP) was organized and hosted by KSU's College of Agriculture, Food Science, and Sustainable Systems that provided experiential, hands-on research opportunities to 27 high school students (grades 11 and 12). Apprentices were exposed to various college programs and careers in STEM, including aquaculture. They received direct, inquiry-based learning experiences and exposure mentored by KSU faculty and research scientists. Upon completion of their work, they prepared and presented scientific research reports. Four additional students participated in either an Upward Bound work-study program or three month Mentorship Program while engaged in various aquatic science activities. Students in all programs were mostly minority-based and selected from rural and underserved communities.

Data assessments were drawn from field observations and personal interviews. Research questions included: how do students perceive the value of learning STEM concepts when exposed to hands-on aquaculture activities; did student's interest, motivation, and desire in STEM change, and did their self-confidence, understanding, abilities, and preparedness improve; did student's level of awareness of STEM-related areas of study and careers increase; and how did students rate their knowledge level of aquaculture STEM concepts before and after each program. Results demonstrated that "real-life" hands-on aquaculture activities enhanced their interest, motivation, and self-confidence in STEM.