首頁資訊學校魚菜共生：動手學習健康飲食和健康地球。

學校魚菜共生：動手學習健康飲食和健康地球。

來源：泰然健康網(wǎng) 時間：2025年04月17日 17:26

學校魚菜共生：動手學習健康飲食和健康地球。

Alana Kluczkovski, Ulrike Ehgartner, Emily Pugh, Imogen Hockenhull, Rachel Heaps-Page, Abigail Williams, Jens M H Thomas, Bob Doherty, Maria Bryant, Katherine Denby

摘要

我們的食品體系正在引發(fā)日益嚴重的社會、健康和環(huán)境危機。英國消費的大部分食品價格低廉、營養(yǎng)不足且經(jīng)過高度加工，導致谷物、豆類、蔬菜和水果等基本食物的消費不足。這導致與飲食有關(guān)的疾病增加，約 22% 的小學畢業(yè)生超重或肥胖。糧食生產(chǎn)不可持續(xù)，農(nóng)業(yè)排放的溫室氣體占英國溫室氣體排放總量的 10%，集約化耕作導致土壤碳大量流失，生物多樣性減少。COVID-19 加劇了糧食系統(tǒng)中的不平等。因此，迫切需要采取干預措施來消除這些不利的社會、健康和環(huán)境影響。作為應對糧食系統(tǒng)挑戰(zhàn)的干預措施，教育可以發(fā)揮至關(guān)重要的作用。我們測試了一項創(chuàng)新性的學校舉措，該舉措使用便攜式水生植物栽培艙，并與國家課程保持一致，以吸引學生參與糧食生產(chǎn)，促進他們學習可持續(xù)發(fā)展、氣候變化和健康飲食等知識。根據(jù)教師調(diào)查、水生植物艙圖表數(shù)據(jù)、學生博客和明信片以及開發(fā)團隊的反饋進行的評估顯示，該計劃對學生的環(huán)境意識以及可持續(xù)性和實際食品生產(chǎn)知識產(chǎn)生了積極影響。然而，該計劃遇到了后勤方面的挑戰(zhàn)，因此，我們強調(diào)今后要加以改進，以制定一個可以大規(guī)模實施的課程計劃，加強食品教育，并使學生有能力推動解決食品可持續(xù)性和氣候變化問題的議程。

本文章由計算機程序翻譯，如有差異，請以英文原文為準。

Aquaponics in schools: Hands-on learning about healthy eating and a healthy planet.

Our food system is giving rise to a growing social, health and environmental crisis. Much of the food consumed in the United Kingdom is cheap, nutrient-poor and highly processed, leading to under-consumption of essential foods such as grains, beans, vegetables and fruit. This has contributed to a rise in diet-related diseases, with approximately 22% of primary school leavers being overweight or obese. Food production is unsustainable with agriculture responsible for 10% of the UK's greenhouse gas emissions and intensive farming practices have led to a significant loss of soil carbon and a decline in biodiversity. COVID-19 increased inequalities in our food system. Therefore, there is an urgent need for interventions to counteract these adverse social, health and environmental impacts. Education can play a crucial role as an intervention to address challenges in the food system. We tested an innovative school initiative using portable aquaponic pods and aligned to the national curriculum, to engage pupils in food production and foster learning about sustainability, climate change and healthy eating. The evaluation, based on teacher surveys, aquapod chart data, student blogs and postcards and feedback from the development team, revealed positive impacts on students' environmental awareness, as well as sustainability and practical food production knowledge. However, the programme encountered logistical challenges and we therefore highlight future improvements to produce a curriculum programme that can be delivered at scale to enhance food education and empower pupils to drive the agenda on tackling food sustainability and climate change.

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