Abstract:

Project-based learning using aeroponics as the underlying theme has been implemented in an integrated primary-secondary school located in a small town within the Garraf region of Catalonia. This initiative is a result of a fruitful partnership between the Community Driven Technology (TOC) research group at UPC and El Morsell school.

The main objective of this project, part of the FAIG (Learning by Doing, Globally Imagining) program, is to enhance students’ hands-on experience in the STEAM disciplines by introducing aeroponics -a bridge between theoretical knowledge and real-world applications.

Aeroponic systems provide plants with essential nutrients through a mist saturated with nutrients and are generally used to cultivate leafy greens, fruits such as tomatoes or strawberries or herbs. This technology offers numerous benefits, such as promoting environmental education, encouraging healthy eating habits, developing practical and scientific skills such as curiosity, observation, hypothesis drawing, analysis and results evaluation. Additionally, it fosters responsibility and teamwork among students (Wagner et al; 2020).

The project involves two different target age groups in the first stages of primary (6 to 7 years old) and secondary school (12 to 13 years old), including 35 and 24 students, respectively.

Younger students learn about plants, their parts, and basic requirements for growth (light, water, nutrients), water consumption, and compare aeroponics to hydroponics or traditional soil cultivation. They also gain insight into energy usage by electronic devices. These students are present during the system set up and lettuce planting, regularly monitor plant conditions and growth, and actively engage in the harvesting process.

Conversely, older students are responsible of system control and maintenance. They learn about plant physiology, photosynthesis, nutrient cycling, control parameters (temperature, pH, suspended solids, air moisture) and their measuring techniques, water conservation, STEM integration, basic electronics, renewable energy sources and Internet of Things (IoT). They explore the specific functionality and behaviour of each component of the aeroponic garden (such as the pump or the misters), idenfitying strengths and weaknesses, and proposing improvements for enhanced control, sensorization, and energy autonomy.

First trials in small groups show that the activity enhances motivation and engagement, particularly among children facing difficulties related to attention, relationships and learning. These children actively participated in assembling and setting up the system, with older children contributing valuable improvement ideas.

Keywords:

Aeroponics, Project-based learning, university-school collaboration, STEAM.