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学校鱼菜共生：动手学习健康饮食和健康地球。

泰然健康网
2025-04-17 17:26

学校鱼菜共生：动手学习健康饮食和健康地球。

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

我们的食品体系正在引发日益严重的社会、健康和环境危机。英国消费的大部分食品价格低廉、营养不足且经过高度加工，导致谷物、豆类、蔬菜和水果等基本食物的消费不足。这导致与饮食有关的疾病增加，约 22% 的小学毕业生超重或肥胖。粮食生产不可持续，农业排放的温室气体占英国温室气体排放总量的 10%，集约化耕作导致土壤碳大量流失，生物多样性减少。COVID-19 加剧了粮食系统中的不平等。因此，迫切需要采取干预措施来消除这些不利的社会、健康和环境影响。作为应对粮食系统挑战的干预措施，教育可以发挥至关重要的作用。我们测试了一项创新性的学校举措，该举措使用便携式水生植物栽培舱，并与国家课程保持一致，以吸引学生参与粮食生产，促进他们学习可持续发展、气候变化和健康饮食等知识。根据教师调查、水生植物舱图表数据、学生博客和明信片以及开发团队的反馈进行的评估显示，该计划对学生的环境意识以及可持续性和实际食品生产知识产生了积极影响。然而，该计划遇到了后勤方面的挑战，因此，我们强调今后要加以改进，以制定一个可以大规模实施的课程计划，加强食品教育，并使学生有能力推动解决食品可持续性和气候变化问题的议程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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.