Implementing a Climate Controlled Smart Garden System in an International Interschool STEM Education Project

Pablo Flores; Ricardo Eugenio Bazan; Jofran Luiz de Oliveira; Edgardo Hector Manzitti; Eylül Şen; Prabita Makaju; Santosh Budhathoki

doi:10.36560/18120252020

Implementing a climate controlled smart garden system in an international interschool STEM Education Project

Autores

Pablo Flores Nika School, Russia https://orcid.org/0009-0002-2768-1291
Ricardo Eugenio Bazan Universidade Federal de Rondonópolis https://orcid.org/0009-0004-2282-7049
Jofran Luiz de Oliveira Federal University of Rondonopolis
Edgardo Hector Manzitti International Schools Association,Switzerland
Eylül Şen Istanbul International School, Turkey
Prabita Makaju Swostishree Gurukul IB World School, Nepal
Santosh Budhathoki Swostishree Gurukul IB World School, Nepal

DOI:

https://doi.org/10.36560/18120252020

Palavras-chave:

Smart garden System; Greenhouse; Reducing CO2 emissions

Resumo

The development of Climate Controlled Smart Garden Systems (CCSGS) serves as a vital educational tool in the intersection of agriculture and technology, particularly within the framework of Science, Technology, Engineering, and Mathematics (STEM) education. This project, carried out between 2023 and 2024, brought together four secondary schools from Italy, Turkey, Russia, and Nepal in a unique international collaboration effort that was backed by the International Schools Association (ISA) from Switzerland, the Federal University of Rondonópolis in Brazil, and STEM Education from Greece. The core objective was to teach students about sustainable farming practices, the environmental effects of agriculture, and how technology—like IoT and automation—can be practically applied in these settings. By engaging students in hands-on activities and fostering cross-cultural teamwork, the project sought to build their technical skills, encourage a sense of global community, and show how STEM concepts can be used to tackle real-world issues.

Referências

Domenici, V. STEAM Project-Based Learning Activities at the Science Museum as an Effective Training for Future Chemistry Teachers. Educ. Sci. 2022, 12, 30. https://doi.org/10.3390/ educsci12010030

Boyes, E., & Stanisstreet, M. (1993). The Greenhouse Effect: children’s perceptions of causes,

consequences and cures. International Journal of Science Education, 15(5), 531-552.

Pérez Torres, M.; Couso Lagarón, D.; Marquez Bargalló, C.. Evaluation of STEAM Project-based Learning (STEAM PBL) Instructional Designs from the STEM Practices Perspective. Educ. Sci. 2024, 14, 53. https://doi.org/ 10.3390/educsci14010053

D. Wilson, "Exploring the Intersection between Engineering and Sustainability Education," Sustainability, vol. 11, no. 11, p. 3134, 2019.

Lambie, Kayla, "Project-based learning (PBL) in Science, Technology, Engineering and Mathematics (STEM): Perspectives of Students with Special Education Needs (SENs)" (2020). Electronic Thesis and Dissertation Repository. 6906.

Schneider, R. M., Krajcik, J., Marx, R. W., & Soloway, E. (2002). Performance of students in project‐based science classrooms on a national measure of science achievement. Journal of Research in Science Teaching, 39(5), 410-422. doi:10.1002/tea.10029

MacMath, S., Sivia, A., & Britton, V. (2017). Teacher perceptions of project-based learning in

the secondary classroom. Alberta Journal of Educational Research, 63(2), 175-192.

Retrieved from http://ajer.journalhosting.ucalgary.ca/index.php/ajer/article/view/1896

Andersson, B., & Wallin, A. (2000). Students’ understanding of the greenhouse effect, social consequences of reducing CO2 emissions and why ozone layer depletion is a problem. Journal of

Research in Science Teaching, 37(10), 1096-1111.

Downloads

Full article (PDF)

Publicado

2024-12-16

Como Citar

Flores, P., Bazan, R. E., de Oliveira, J. L., Manzitti, E. H., Şen, E., Makaju, P., & Budhathoki, S. (2024). Implementing a climate controlled smart garden system in an international interschool STEM Education Project. Scientific Electronic Archives, 18(1). https://doi.org/10.36560/18120252020

Baixar Citação

Edição

v. 18 n. 1 (2025): Scientific Electronic Archives

Seção

Educação e Ensino

Licença

Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.

A revista se reserva o direito de fazer alterações nas regras originais, na ortografia e na ordem gramatical, a fim de manter o idioma de culto padrão, respeitando, no entanto, o estilo dos autores. Os artigos publicados são de propriedade da revista Scientific Electronic Archives, tornando-se sua reimpressão total ou parcial, sujeitos à autorização expressa da direção da revista. A fonte original da publicação deve ser mantida. Os originais não serão devolvidos aos autores. As opiniões expressas pelos autores dos artigos são de sua exclusiva responsabilidade.

The journal reserves the right to make changes to the original rules, spelling and grammatical order, in order to keep the language of worship default, respecting, however, the style of the authors. Articles published are the property of Scientific Electronic Archives magazine, becoming its total or partial reprint, subject to the express authorization of the direction of the journal. The original source of publication should be retained. The originals will not be returned to the authors. Opinions expressed by authors of articles are solely your responsibility.

This journal uses the License Creative Commons Atribuição 4.0 Internacional.