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Objective: This work aims to assess whether aquaponics is an effective teaching tool in distance learning by means of a remote activity on aquaponics for students and teachers from undergraduate institutions and Youth and Adult Education (EJA). Theoretical Framework: The works of Goddek et al. (2019), Wang et al. (2020) and Greenfeld et al. (2021) stand out in this field of research, providing the context for this investigation. Method: Questionnaires were used before and after a lecture on aquaponics, and the students' expectations of the activity before and after the lecture were compared. Teachers' opinions on the activity were obtained through semi-structured interviews. Results and Discussion: The results revealed a change in the pattern of students' responses, as well as an increase in their self-confidence and propensity to consume organic, aquaponic and hydroponic food. The analyses allow us to infer that the effect of the presentation was positive on the students' knowledge of the topics covered. Research Implications: The results indicate that aquaponics is a suitable tool for teaching science, and that it can also be used in conjunction with other subjects to promote understanding of complex topics. Originality/Value: This research presents aquaponics as an innovative approach to teaching complex topics and increasing students' interest in multidisciplinary subjects, contributing to the adoption of more interesting teaching practices.
Dias et al. (Mon,) studied this question.