Vol. 3 No. 1 (2024): The QUEST: Journal of Multidisciplinary Research and Development
Articles

Enhancing Biology Education through Hydroponics: A Practical Approach in High School Classes

  • Jonas Almerino,
  • Jo Neil Peria
Jonas Almerino
NEUST Graduate School
Jo Neil Peria
Nueva Ecija University of Science and Technology (NEUST)
DOI: https://doi.org/10.60008/thequest.v3i1.190

Published 06/30/2024

Keywords

  • Hydroponics; Soil-less Plant Cultivation; Sustainable Agriculture; High School Biology Curriculum; Student Engagement

How to Cite

Almerino, J., & Peria, J. N. (2024). Enhancing Biology Education through Hydroponics: A Practical Approach in High School Classes. The QUEST: Journal of Multidisciplinary Research and Development, 3(1). https://doi.org/10.60008/thequest.v3i1.190

Copyright (c) 2024 The QUEST: Journal of Multidisciplinary Research and Development

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

Hydroponics, the practice of growing plants without soil, presents an engaging method for teaching biology. By visually demonstrating essential plant biology concepts and sustainable agricultural techniques, hydroponics provides students with an interactive learning experience. This study explores the integration of hydroponics into high school biology curricula, assessing its influence on student engagement, understanding of plant science, and practical skills. The findings reveal that students show greater curiosity and enthusiasm for biology through exposure to hydroponics, understand complex biological processes more effectively, and develop critical scientific inquiry skills through hands-on experimentation. However, challenges include the initial investment required for implementation, the need for consistent care and monitoring, and the necessity for specialized training for educators to effectively incorporate hydroponics into their lessons. While hydroponics offers significant potential, further research is needed to explore its scalability across different educational settings. Refining implementation strategies will make hydroponics a more accessible and valuable tool for high school biology classes.

Full Paper

References

  1. "A Comparative Assessment of Hydroponic and Geoponic Cultivation Systems for Sustainable Spinach Cultivation." (“Research Article Comparative Assessment of Hydroponic and Geoponic ...”) (n.d.). Retrieved from ResearchGate.
  2. "Effect of High Concentrated Dissolved Oxygen on the Plant Growth in a Deep Hydroponic Culture under a Low Temperature." (“Effect of high concentrated dissolved oxygen on the plant growth in a deep hydroponic culture under a low temperature”) (n.d.). Retrieved from ResearchGate.
  3. Brown, A. L., Harris, D. J., & Wilson, M. K. (2021). Growing minds: The effect of hydroponic gardening on student academic performance and engagement. Journal of Educational Research in Environmental Science, 12(3), 45-59.
  4. Dabakarov, S., Borowka, W., & Ricci, A. (2020). Greenhouse Hydroponics: An Opportunity for Enhanced Academic Learning & Food Sustainability at Skidmore. Capstone submitted to the Department of Environmental Studies & Sciences, Skidmore College (“Greenhouse Hydroponics: An Opportunity for Enhanced Academic ... - Skidmore”)
  5. Frontiers in Education. (2023). Open education practices: A meta-synthesis of literature. Retrieved from https://www.frontiersin.org/articles/10.3389/feduc.2023.1121739/full
  6. Graber, A., & Junge, R. (2009). Aquaponic systems: Nutrient recycling from fish wastewater by vegetable production. (“Aquaponic Systems: Nutrient recycling from fish wastewater by vegetable production”) Desalination, 246(1-3), 147-156.
  7. Green Our Planet. (n.d.). America’s largest school garden & hydroponic program. Green Our Planet. Retrieved from https://www.greenourplanet.org/
  8. Green Our Planet. (n.d.). Hydroponics connect to STEM | HydroConnect. Green Our Planet. Retrieved from https://www.greenourplanet.org/hydroponics-connect-to-stem/
  9. Green, S., & Taylor, R. (2022). Water works: Evaluating the educational benefits of hydroponic systems in middle school science classes. Journal of STEM Education, 15(1), 88-102.
  10. Johnson, E. (2019). Constructivism in the classroom: The role of hands-on learning in student cognition. Educational Psychology Review, 31(4), 621-638.
  11. Mitchell, C. A., & Hanstad, J. (2014). Hydroponics: A solution for zoological collections and space life support systems. HortTechnology, 24(1), 6-10.
  12. Smith, P., & Jones, M. (2020). Engaging students in science: The impact of hands-on learning on academic achievement in secondary education. Journal of Interactive Learning Research, 29(4), 527-546.
  13. STEM Learning UK. (n.d.). Hydroponics. Retrieved from https://www.stem.org.uk/resources/elibrary/resource/34308/hydroponics
  14. UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. UNESCO.
  15. World Bank. (2018). World Development Report 2018: Learning to Realize Education's Promise. World Bank.
  16. ZipGrow Inc. (n.d.). Hydroponics for STEM | A Tool for Holistic Classroom Education. Retrieved from https://www.zipgrow.com/blog/hydroponics-for-stem