Difference between revisions of "Team:INSA-UPS France/test/description"
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| − | <h1 style="text-align: left; font-size: | + | <h1 style="text-align: left;margin-top:-110px;font-size:5vw;letter-spacing: 1vw;">Education & Public Engagement</h1> |
| − | <p> | + | <p style="margin-top: 50px;"> |
| − | + | We wanted to show that it is possible to talk about biology, science in general and ethics with people from all ages and with different knowledge. We articulated our outreach strategy around three actions: discover, practice and discuss, to empower citizens or future citizens about their capability of thinking and acting on science. These three milestones are essential for us to give people a better understanding of the current challenges of science in the society. | |
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| − | <style> | + | <section style="background: none;"> |
| − | + | <img style="width:100%;" src="https://static.igem.org/mediawiki/2017/8/89/T--INSA-UPS_France--Engagement_mindmap.png" alt=""> | |
| − | width:100%; | + | </section> |
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| − | + | <section style="border: #ae3d3d solid 5px;"> | |
| − | + | <h1 style="color: #ae3d3d">Discover</h1> | |
| − | + | <p> | |
| − | + | The first question to be asked to popularise biology is <b>“how to reach people?”</b> | |
| − | + | </p> | |
| − | + | <p> | |
| − | + | In order to make synthetic biology accessible to a wider audience, we had to adapt our speeches and supports to different people we have met. We had to find (workshops, card game...) to engage a young or non-scientific public in learning about different fields of biology. | |
| − | + | </p> | |
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| − | < | + | <section style="border: #3377a8 solid 5px;"> |
| − | + | <h1 style="color: #3377a8">Practice</h1> | |
| − | < | + | <p> |
| − | + | One of the most important thing in science is <b>scientific methods and experiments</b>. In order to give a better understanding of the globality of the scientific work, we thought it was a good idea to make people do lab experiments. Moreover, practising often results in scientific and ethical questioning. | |
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| − | + | <h1 style="color: #b7cb67">Discuss</h1> | |
| − | + | <p> | |
| − | < | + | Our biggest challenge is to <b>open up the debate</b> about synthetic biology, by bringing forward major scientific breakthrough but also showing that there is a need to think about ethical and technical limits. We want to address some controversial topics with the public such as limits and potentials of synthetic biology, ethics in science, GMOs legislation… |
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| − | + | As our project is about communication between microorganisms and it can be kind of scary for the general public, we wanted for our public engagement strategy to show how microbial diversity affects our world. | |
| − | + | </p> | |
| − | + | <p> | |
| − | + | Click on one of the actions we took to see how we developed it in this aim. | |
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} | } | ||
| − | + | .pe_category_ov{ | |
| − | + | width:24.5%; | |
| − | + | display: inline-block; | |
| − | + | vertical-align: top; | |
| − | + | min-width:200px; | |
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} | } | ||
| − | + | .pe-category-inside{ | |
| − | . | + | background:rgba(255,255,255,0.2); |
| − | + | border-radius: 20px; | |
| + | overflow: hidden; | ||
| + | margin:10px; | ||
| + | cursor:pointer; | ||
| + | border:solid 3px transparent; | ||
} | } | ||
| − | . | + | .pe-category-inside img{ |
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text-align: justify; | text-align: justify; | ||
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</style> | </style> | ||
| − | + | <div class="overview_pe"> | |
| − | <div class=" | + | |
| − | < | + | <div class="pe_category_ov"> |
| − | < | + | <div class="pe-category-inside" data-target="1"> |
| − | + | <img src="https://static.igem.org/mediawiki/2017/8/86/T--INSA-UPS_France--HP-Overview_PE_school.jpg" alt=""> | |
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<p> | <p> | ||
| − | + | We’ve been involved in schools classes, with children between the age of 7 and 11 years old in elementary schools. | |
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<p> | <p> | ||
| − | + | The main goals of these interventions were the discovery of the biology and the research at school. Click here to know more! | |
</p> | </p> | ||
| − | </ | + | </div> |
| − | + | </div> | |
| + | <div class="pe_category_ov"> | ||
| + | <div class="pe-category-inside" data-target="2"> | ||
| + | <img src="https://static.igem.org/mediawiki/2017/2/2f/T--INSA-UPS_France--HP-Overview_PE_game.JPG.jpg" alt=""> | ||
| + | <p> | ||
| + | While doing several interventions in schools is in our opinion clearly a nice way for pupils to ‘learn by doing’, we thought is was also a good idea to bring scientific knowledge outside of the classroom. That’s why we came up with the idea of creating a strategy card game about biology. Click here to know more! | ||
| + | </p> | ||
| + | </div> | ||
| + | </div> | ||
| + | <div class="pe_category_ov"> | ||
| + | <div class="pe-category-inside" data-target="3"> | ||
| + | <img src="https://static.igem.org/mediawiki/2017/d/dc/T--INSA-UPS_France--HP-Overview_PE_night.jpg" alt=""> | ||
| + | <p> | ||
| + | This european event aims at sharing the state of the art research in multiple fields of science by interactive approaches. We tried to design a workshop to engage a discussion about the year’s theme (Impossible) to approach ethical aspects of biotechnologies in a clear and understandable way. Click here to know more! | ||
| + | </p> | ||
| + | </div> | ||
| + | </div> | ||
| + | <div class="pe_category_ov"> | ||
| + | <div class="pe-category-inside" data-target="4"> | ||
| + | <img src="https://static.igem.org/mediawiki/2017/1/18/T--INSA-UPS_France--HP-Overview_PE_conf.png" alt=""> | ||
| + | <p> | ||
| + | After working during several months on synthetic biology for our iGEM project, we needed to organize an event to present our work and the one achieved by the previous iGEM teams. Click here to know more! | ||
| + | </p> | ||
| + | </div> | ||
| + | </div> | ||
| + | <div class="pe_category_ov"> | ||
| + | <div class="pe-category-inside" data-target="5"> | ||
| + | <img src="https://static.igem.org/mediawiki/2017/a/a2/T--INSA-UPS_France--HP-Overview_PE_high-school.jpg" alt=""> | ||
| + | <p> | ||
| + | We wanted to show developing experimental strategies is an important part of the work of researchers, technicians and engineers, and is the foundation of every scientific reasoning. That’s why we intervened in a high school to do a practical exercise with them. Click here to know more! | ||
| + | </p> | ||
| + | </div> | ||
| + | </div> | ||
| + | <div class="pe_category_ov"> | ||
| + | <div class="pe-category-inside" data-target="6"> | ||
| + | <img src="https://static.igem.org/mediawiki/2017/1/1f/T--INSA-UPS_France--HP-Overview_PE_exposciences.jpg" alt=""> | ||
| + | <p> | ||
| + | We took part to “Exposciences” which is a scientific festival that took place on the 30th and 31th of May in Toulouse. This festival highlights youth projects by enabling them to present what they have done in relation with sciences, techniques and environnement. Click here to know more! | ||
| + | </p> | ||
| + | </div> | ||
| + | </div> | ||
| + | <div class="pe_category_ov"> | ||
| + | <div class="pe-category-inside" data-target="7"> | ||
| + | <img src="https://static.igem.org/mediawiki/2017/d/de/T--INSA-UPS_France--HP-Overview_PE_bib.jpg" alt=""> | ||
| + | <p> | ||
| + | We realised that students of the scientific campus are not aware of iGEM-Toulouse projects, and in general of synthetic biology issues. So we organised exhibitions at INSA-Toulouse and Université Paul Sabatier library to highlight former iGEM-Toulouse project and potential of synthetic biology. Click here to know more! | ||
| + | </p> | ||
| + | </div> | ||
| + | </div> | ||
| + | <div class="pe_category_ov"> | ||
| + | <div class="pe-category-inside" data-target="8"> | ||
| + | <img src="https://static.igem.org/mediawiki/2017/b/ba/T--INSA-UPS_France--HP-Overview_PE_press.jpg" alt=""> | ||
| + | <p> | ||
| + | Lorem ipsum dolor sit amet, consectetur adipisicing elit. Sunt reprehenderit consequuntur nam non delectus. Voluptas, vero quibusdam animi dicta ipsa. | ||
| + | </p> | ||
| + | </div> | ||
| + | </div> | ||
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| − | + | <div class="category-content " id="6"> | |
| − | <div class=" | + | <section> |
| − | + | <h1>Exposciences</h1> | |
| − | + | <p> | |
| − | + | We took part to “Exposciences” which is a scientific festival that took place on the 30th and 31th of May in Toulouse. This festival highlights youth projects by enabling them to present what they have done in relation with sciences, techniques and environnement. It is an occasion to share, to talk about and to encourage scientific initiatives. During this event we made children extract banana DNA thanks to simple ingredients that they can find in their kitchen. We also discussed with them about microorganisms thanks to paper fortune teller and this support led them to be curious on the microscopic world around them. As a mixed team, we tried during our interactions to encourage girls to participate as much as boys so that they gain confidence in themselves and in what they are capable of. This exposure was a good opportunity to get in touch with a public encline to hear more about our project, and to introduce our strategy for the first time. Furthermore this event was a good way for us to test our survey about cholera to measure the level of knowledge that the public has on this matter and to raise awareness concerning this disease. | |
| − | + | </p> | |
| − | + | <div class="carousel w400 center"> | |
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| − | < | + | </div> |
| − | + | <img src="https://static.igem.org/mediawiki/2017/f/fb/T--INSA-UPS_France--Engagement-Exposciences_1.jpg" alt="" class="active" id="img1" data-target="img2"> | |
| − | + | <img src="https://static.igem.org/mediawiki/2017/9/9f/T--INSA-UPS_France--Engagement-Exposciences_2.jpg" alt="" id="img2" data-target="img3"> | |
| + | <img src="https://static.igem.org/mediawiki/2017/b/b9/T--INSA-UPS_France--Engagement-Exposciences_3.jpg" alt="" id="img3" data-target="img4"> | ||
| + | <img src="https://static.igem.org/mediawiki/2017/e/e4/T--INSA-UPS_France--Engagement-Exposciences_4.jpg" alt="" id="img4" data-target="img1"> | ||
| + | </div> | ||
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| − | <!-- | + | <!-- *********** --> |
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| + | <div class="category-content visible" id="1"> | ||
| + | <section> | ||
| + | <h1>School Education</h1> | ||
| + | <p> | ||
| + | We’ve been involved in schools classes, with children between the age of 7 and 11 years old in elementary schools. | ||
| + | </p> | ||
| + | <p> | ||
| + | The main goals of these interventions were the <b>discovery of biology and research at school</b> with two workshops: <b>Microorganisms and their environment</b> and <b>growth of microorganisms</b> on a Petri dish. | ||
| + | </p> | ||
| + | <p> | ||
| + | Our motivation was to share our passion and knowledge about biology and to raise curiosity of the pupils about microorganisms. We were also very interested in seeing what representation children have on microorganisms, helping them improving their knowledge about microorganisms and discussing about benefits and risks of microorganisms on our health. | ||
| + | </p> | ||
| + | <p> | ||
| + | We worked with Mrs. Matricon, Mrs Bach and Mrs. Durand, respectively teachers at “Lakanal” and “Patte d’Oie” schools in Toulouse. | ||
| + | </p> | ||
| + | <div class="carousel center w500" > | ||
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| − | + | <img src="https://static.igem.org/mediawiki/2017/7/79/T--INSA-UPS_France--Engagement_school2.JPG" alt="" id="img7" data-target="img8"> | |
| − | + | <img src="https://static.igem.org/mediawiki/2017/4/40/T--INSA-UPS_France--Engagement_school3.JPG" alt="" id="img8" data-target="img9"> | |
| − | + | <img src="https://static.igem.org/mediawiki/2017/b/bd/T--INSA-UPS_France--Engagement_school4.JPG" alt="" id="img9" data-target="img6"> | |
| − | + | </div> | |
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| − | + | <h1>Our interventions in Toulouse</h1> | |
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| − | < | + | <section class="school-subcat"> |
| − | + | <h1>Rising curiosity</h1> | |
| − | + | <p> | |
| − | + | The introduction step was led by the teacher one week before the intervention. It is dedicated to give a meaning to further teaching, to motivate the pupils, to rise their curiosity, to provoke their amazement and their desire to know. | |
| − | < | + | </p> |
| − | + | <p> | |
| − | + | 4 types of introduction are possible (see the diagram). | |
| − | + | </p> | |
| − | + | <p> | |
| − | + | For our pedagogical project, the observation and the technical challenges were appropriated. For instance, here are some scenarii to introduce microorganisms: why is it important to wash hands before eating? Why are we sick? How can we observe microorganisms? | |
| − | + | </p> | |
| − | + | </section> | |
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| − | < | + | <section class="school-subcat"> |
| − | + | <h1>Emergence of questionnements</h1> | |
| − | + | <p> | |
| − | + | The goal is to set up a transition between amazement and reflection in order to involve the pupils in an investigation and research procedure. A bunch of questions results from this step, so the teacher will organise, regroup and sometimes refute them to enable the emergence of a problem or a situation. The main questions were: | |
| − | < | + | </p> |
| − | + | </section> | |
| − | + | <section class="child-question"> | |
| − | + | How to know if the microorganisms are present somewhere? | |
| − | + | </section> | |
| − | + | <section class="child-question"> | |
| − | + | How to see them? | |
| − | + | </section> | |
| − | + | <section class="child-question"> | |
| − | + | Where can me find them? | |
| − | + | </section> | |
| − | + | <section class="child-question"> | |
| − | + | What is the purpose of a microorganism? | |
| − | + | </section> | |
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| − | < | + | <section class="school-subcat"> |
| − | + | <h1>A first representation of micro-organisms</h1> | |
| − | + | <p> | |
| − | + | The representations are the ideal way to figure out the knowledge of the pupils thanks to their experience of the real world, their social and affective life. Those representations provide the first answer given by the pupils to investigation questions. | |
| − | < | + | </p> |
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| − | + | A representation is also a structure that contributes to integrate new learning. Those structures had to be transformed so that the pupils better appropriate/benefit from the world. According to Piaget those transformations are called “accommodation” (Depover, Christian et al.: <a href=" http://ute.umh.ac.be/dutice/uv6a/">Les modèles d'enseignement et d'apprentissage</a>). | |
| − | + | </p> | |
| − | + | <p> | |
| − | + | We analysed the representations to figure out how to overcome the possible difficulties and obstacles that could occur during session. | |
| − | </ | + | </p> |
| − | < | + | <h2> |
| − | + | Analysis of the representations | |
| − | + | </h2> | |
| − | + | <p> | |
| − | + | This work is based on the work of three classes of two schools of CE2, CM1 and CM2 (equivalent to 3th to 5th US grade) for a total amount of 72 pupils. The pupils had to draw a microbe and answer 3 questions: Where can we find microbes? What do they do? How to see them? | |
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| − | + | Where can we find microbes? | |
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| + | <section class="child-question">Everywhere!</section> | ||
| + | <section class="child-question">All arount the world!</section> | ||
| + | <section class="child-question">If we don't wash our hands</section> | ||
| + | <section class="child-question">Inside our body</section> | ||
| + | <section class="child-question">On things that are dirty</section> | ||
| + | <section class="child-question">In the trash</section> | ||
| − | + | <section class="black-board"> | |
| − | + | What is their purpose? | |
| − | + | </section> | |
| − | + | <section class="child-question"> | |
| − | + | They are responsible for diseases like the flu, chest cold, gastroenteritis, dog rabies, pox. | |
| − | + | </section> | |
| − | + | <section class="child-question"> | |
| − | + | Some good microorganisms can help to heal diseases. | |
| − | + | </section> | |
| − | + | <section class="child-question"> | |
| − | + | There are good microorganisms that do not cause disease and help the body by “cleaning kidney intestine”. | |
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| + | <!-- *********** --> | ||
| + | <!-- ***end***** --> | ||
| + | <!-- ***schools* --> | ||
| + | <!-- *********** --> | ||
| − | + | <div class="category-content " id="5"> | |
| − | <div class=" | + | <section> |
| − | + | <h1>High school lab</h1> | |
| − | + | <p> | |
| − | < | + | The everyday work of scientists in their lab can be hard to picture for high schoolers because it can be quite different from what they normally do in class. Biotechnologies, synthetic biology and lab safety aren’t usually pointed out in a general science class of a French high schooler. Moreover, we wanted to show developing experimental strategies is an important part of the work of researchers, technicians and engineers, and is the foundation of every scientific reasoning. That’s why we intervened in a high school to do a practical exercise with them, in addition to introducing our project as an example of a synthetic biology application. As university and engineering school students, we also thought we could share our academic background with them and maybe inspire them to pursue a scientific career. |
| − | + | </p> | |
| − | + | </section> | |
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| − | + | <div class="category-content " id="2"> | |
| − | <div class=" | + | <section> |
| − | + | <h1>Card game</h1> | |
| − | + | <p> | |
| − | < | + | While doing several interventions in schools is in our opinion clearly a nice way for pupils to ‘learn by doing’, we thought is was also a good idea to bring scientific knowledge outside of the classroom. That’s why we came up with the idea of creating a strategy card game about biology. With this game, we are hoping to draw attention to the hidden world of microorganisms and make it visible elsewhere than on the bench of a scientist or inside a biology student’s notebook. Instead of making biology facts an opportunity to create a game, we really wanted to integrate ours in an educational approach and took the game as a nice way to talk about our field of study. Many games already exist on the subject (<i>Strain, Gusty, Bacteria Combat, Healing Blade, …</i>) but they are mainly about antibiotics resistance whereas we wanted to bring something new by presenting some biotechnology notions of DNA and plasmids. |
| − | + | </p> | |
| − | + | <p> | |
| − | + | The card game was indeed designed to get people to understand microbiology and synthetic biology by a playful approach. It is meant to be accessible to a large audience. We created this card game in collaboration with game design students to get an attractive product we can share with as many people as possible. They also gave us a unique point of view by being both insiders of the game conception and having no advanced education in science. We thus tested it gradually with the help of scientists and general public to improve the gameplay so that it can be both fun and scientifically accurate. | |
| − | + | </p> | |
| − | + | <p> | |
| − | + | We are aware that our game can raise interrogations about the genetic engineering of living organisms, as the player acts as a bacteria colony attacking others and can grow in strength by integrating plasmids. The main goal of our card game is to provide basic knowledge and vocabulary about biology to a young or a general audience so that they can later form an opinion for themselves. We therefore hope that this way we would succeed in engaging a discussion about science in society, and unleash the player’s curiosity about microbiology. | |
| − | + | </p> | |
| − | + | </section> | |
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| − | <div class=" | + | <section> |
| − | + | <h1>Researcher's night</h1> | |
| − | + | <p> | |
| − | < | + | This european event aims at sharing the state of the art research in multiple fields of science by interactive approaches to encourage the general public to get interest in science, to gain a bit of knowledge and hopefully get enthusiastic about today’s crucial stakes. We tried to design a workshop to engage a discussion about the year’s theme (Impossible) to approach ethical aspects of biotechnologies in a clear and understandable way. We also wanted to confront our project to a large public, so we can have a feedback about their thoughts on the synthetic biological approach and the use of GMOs. |
| − | + | </p> | |
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| − | <div class=" | + | <section> |
| − | + | <h1>Campus exhibitions</h1> | |
| − | + | <p> | |
| − | < | + | We realised that students of the scientific campus are not aware of iGEM-Toulouse projects, and in general of synthetic biology issues. So we organised exhibitions at INSA-Toulouse and Université Paul Sabatier library to highlight former iGEM-Toulouse project and potential of synthetic biology. In order to make iGEM project understandable for all scientist student (and not only for biologists), we redesigned posters of previous project E. calculus, SubtiTree, ApiColi, Paleotilis, and of our project Croc’n Cholera. |
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| − | + | <div class="category-content " id="4"> | |
| − | <div class=" | + | <section> |
| − | + | <h1>Conference</h1> | |
| − | + | <p> | |
| − | + | After working during several months on synthetic biology for our iGEM project, we needed to organize an event to present our work and the one achieved by the previous iGEM teams. We also wanted to have an exchange of opinions with people who possibly have different values and considerations than us. The intended public was mainly composed of the Paul Sabatier university and INSA Toulouse students, two of the schools we are intending. | |
| − | + | </p> | |
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</main> | </main> | ||
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<!-- C O N T E N T --> | <!-- C O N T E N T --> | ||
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<script type="text/javascript"> | <script type="text/javascript"> | ||
| + | |||
| + | // CAROUSEL | ||
| − | + | $(document).ready(function(){ | |
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| − | + | // Défilement auto | |
| − | + | setInterval( | |
| − | + | function() | |
| − | + | { | |
| − | $( | + | var id_go=$(".carousel img.active").attr('id'); |
| − | + | var id_next=$("#"+id_go).data('target'); | |
| − | + | $("#ind_"+id_go).removeClass("active"); | |
| − | + | $("#ind_"+id_next).addClass("active"); | |
| − | + | $("#"+id_go).stop().animate({ left:"-100%"}, function(){ | |
| + | $("#"+id_go).removeClass("active"); | ||
| + | $("#"+id_go).css("left","100%"); | ||
| + | }); | ||
| + | $("#"+id_next).stop().animate({left:0}, function(){ | ||
| + | $("#"+id_next).addClass("active"); | ||
| + | }); | ||
| + | }, 4000); | ||
| + | }); | ||
| + | // au click | ||
| + | $(".carousel img").click(function(){ | ||
| + | var id_go=$(this).attr('id'); | ||
| + | var id_next=$(this).data('target'); | ||
| + | $("#ind_"+id_go).removeClass("active"); | ||
| + | $("#ind_"+id_next).addClass("active"); | ||
| + | $("#"+id_go).stop().animate({ left:"-100%"}, function(){ | ||
| + | $("#"+id_go).removeClass("active"); | ||
| + | $("#"+id_go).css("left","100%"); | ||
| + | }); | ||
| + | $("#"+id_next).stop().animate({left:0}, function(){ | ||
| + | $("#"+id_next).addClass("active"); | ||
| + | }) | ||
| + | }); | ||
| + | </script> | ||
| − | $(document).on("click",". | + | <script type="text/javascript"> |
| + | $(document).on("click",".pe-category-inside", function(){ | ||
var target = $(this).data("target"); | var target = $(this).data("target"); | ||
| − | $('. | + | $('.pe-category-inside').removeClass('category-selected'); |
| − | $(this).addClass(' | + | $(this).addClass('category-selected'); |
| − | $('. | + | $('.category-content').removeClass("visible"); |
| − | $( | + | $("#"+target).addClass("visible"); |
| − | + | // Smooth scroll to the category | |
| + | var c_0 = $("#"+target).position().top; | ||
| + | $('.main_content').animate({scrollTop: c_0 }, 1000); | ||
| + | }); | ||
</script> | </script> | ||
</html> | </html> | ||
| + | |||
{{INSA-UPS_France/General_script}} | {{INSA-UPS_France/General_script}} | ||
{{INSA-UPS_France/Header_script}} | {{INSA-UPS_France/Header_script}} | ||
Revision as of 11:11, 7 October 2017
We wanted to show that it is possible to talk about biology, science in general and ethics with people from all ages and with different knowledge. We articulated our outreach strategy around three actions: discover, practice and discuss, to empower citizens or future citizens about their capability of thinking and acting on science. These three milestones are essential for us to give people a better understanding of the current challenges of science in the society.
The first question to be asked to popularise biology is “how to reach people?”
In order to make synthetic biology accessible to a wider audience, we had to adapt our speeches and supports to different people we have met. We had to find (workshops, card game...) to engage a young or non-scientific public in learning about different fields of biology.
One of the most important thing in science is scientific methods and experiments. In order to give a better understanding of the globality of the scientific work, we thought it was a good idea to make people do lab experiments. Moreover, practising often results in scientific and ethical questioning.
Our biggest challenge is to open up the debate about synthetic biology, by bringing forward major scientific breakthrough but also showing that there is a need to think about ethical and technical limits. We want to address some controversial topics with the public such as limits and potentials of synthetic biology, ethics in science, GMOs legislation…
As our project is about communication between microorganisms and it can be kind of scary for the general public, we wanted for our public engagement strategy to show how microbial diversity affects our world.
Click on one of the actions we took to see how we developed it in this aim.
We’ve been involved in schools classes, with children between the age of 7 and 11 years old in elementary schools.
The main goals of these interventions were the discovery of the biology and the research at school. Click here to know more!
While doing several interventions in schools is in our opinion clearly a nice way for pupils to ‘learn by doing’, we thought is was also a good idea to bring scientific knowledge outside of the classroom. That’s why we came up with the idea of creating a strategy card game about biology. Click here to know more!
This european event aims at sharing the state of the art research in multiple fields of science by interactive approaches. We tried to design a workshop to engage a discussion about the year’s theme (Impossible) to approach ethical aspects of biotechnologies in a clear and understandable way. Click here to know more!
After working during several months on synthetic biology for our iGEM project, we needed to organize an event to present our work and the one achieved by the previous iGEM teams. Click here to know more!
We wanted to show developing experimental strategies is an important part of the work of researchers, technicians and engineers, and is the foundation of every scientific reasoning. That’s why we intervened in a high school to do a practical exercise with them. Click here to know more!
We took part to “Exposciences” which is a scientific festival that took place on the 30th and 31th of May in Toulouse. This festival highlights youth projects by enabling them to present what they have done in relation with sciences, techniques and environnement. Click here to know more!
We realised that students of the scientific campus are not aware of iGEM-Toulouse projects, and in general of synthetic biology issues. So we organised exhibitions at INSA-Toulouse and Université Paul Sabatier library to highlight former iGEM-Toulouse project and potential of synthetic biology. Click here to know more!
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We took part to “Exposciences” which is a scientific festival that took place on the 30th and 31th of May in Toulouse. This festival highlights youth projects by enabling them to present what they have done in relation with sciences, techniques and environnement. It is an occasion to share, to talk about and to encourage scientific initiatives. During this event we made children extract banana DNA thanks to simple ingredients that they can find in their kitchen. We also discussed with them about microorganisms thanks to paper fortune teller and this support led them to be curious on the microscopic world around them. As a mixed team, we tried during our interactions to encourage girls to participate as much as boys so that they gain confidence in themselves and in what they are capable of. This exposure was a good opportunity to get in touch with a public encline to hear more about our project, and to introduce our strategy for the first time. Furthermore this event was a good way for us to test our survey about cholera to measure the level of knowledge that the public has on this matter and to raise awareness concerning this disease.
We’ve been involved in schools classes, with children between the age of 7 and 11 years old in elementary schools.
The main goals of these interventions were the discovery of biology and research at school with two workshops: Microorganisms and their environment and growth of microorganisms on a Petri dish.
Our motivation was to share our passion and knowledge about biology and to raise curiosity of the pupils about microorganisms. We were also very interested in seeing what representation children have on microorganisms, helping them improving their knowledge about microorganisms and discussing about benefits and risks of microorganisms on our health.
We worked with Mrs. Matricon, Mrs Bach and Mrs. Durand, respectively teachers at “Lakanal” and “Patte d’Oie” schools in Toulouse.
The introduction step was led by the teacher one week before the intervention. It is dedicated to give a meaning to further teaching, to motivate the pupils, to rise their curiosity, to provoke their amazement and their desire to know.
4 types of introduction are possible (see the diagram).
For our pedagogical project, the observation and the technical challenges were appropriated. For instance, here are some scenarii to introduce microorganisms: why is it important to wash hands before eating? Why are we sick? How can we observe microorganisms?
The goal is to set up a transition between amazement and reflection in order to involve the pupils in an investigation and research procedure. A bunch of questions results from this step, so the teacher will organise, regroup and sometimes refute them to enable the emergence of a problem or a situation. The main questions were:
The representations are the ideal way to figure out the knowledge of the pupils thanks to their experience of the real world, their social and affective life. Those representations provide the first answer given by the pupils to investigation questions.
A representation is also a structure that contributes to integrate new learning. Those structures had to be transformed so that the pupils better appropriate/benefit from the world. According to Piaget those transformations are called “accommodation” (Depover, Christian et al.: Les modèles d'enseignement et d'apprentissage).
We analysed the representations to figure out how to overcome the possible difficulties and obstacles that could occur during session.
This work is based on the work of three classes of two schools of CE2, CM1 and CM2 (equivalent to 3th to 5th US grade) for a total amount of 72 pupils. The pupils had to draw a microbe and answer 3 questions: Where can we find microbes? What do they do? How to see them?
The everyday work of scientists in their lab can be hard to picture for high schoolers because it can be quite different from what they normally do in class. Biotechnologies, synthetic biology and lab safety aren’t usually pointed out in a general science class of a French high schooler. Moreover, we wanted to show developing experimental strategies is an important part of the work of researchers, technicians and engineers, and is the foundation of every scientific reasoning. That’s why we intervened in a high school to do a practical exercise with them, in addition to introducing our project as an example of a synthetic biology application. As university and engineering school students, we also thought we could share our academic background with them and maybe inspire them to pursue a scientific career.
While doing several interventions in schools is in our opinion clearly a nice way for pupils to ‘learn by doing’, we thought is was also a good idea to bring scientific knowledge outside of the classroom. That’s why we came up with the idea of creating a strategy card game about biology. With this game, we are hoping to draw attention to the hidden world of microorganisms and make it visible elsewhere than on the bench of a scientist or inside a biology student’s notebook. Instead of making biology facts an opportunity to create a game, we really wanted to integrate ours in an educational approach and took the game as a nice way to talk about our field of study. Many games already exist on the subject (Strain, Gusty, Bacteria Combat, Healing Blade, …) but they are mainly about antibiotics resistance whereas we wanted to bring something new by presenting some biotechnology notions of DNA and plasmids.
The card game was indeed designed to get people to understand microbiology and synthetic biology by a playful approach. It is meant to be accessible to a large audience. We created this card game in collaboration with game design students to get an attractive product we can share with as many people as possible. They also gave us a unique point of view by being both insiders of the game conception and having no advanced education in science. We thus tested it gradually with the help of scientists and general public to improve the gameplay so that it can be both fun and scientifically accurate.
We are aware that our game can raise interrogations about the genetic engineering of living organisms, as the player acts as a bacteria colony attacking others and can grow in strength by integrating plasmids. The main goal of our card game is to provide basic knowledge and vocabulary about biology to a young or a general audience so that they can later form an opinion for themselves. We therefore hope that this way we would succeed in engaging a discussion about science in society, and unleash the player’s curiosity about microbiology.
This european event aims at sharing the state of the art research in multiple fields of science by interactive approaches to encourage the general public to get interest in science, to gain a bit of knowledge and hopefully get enthusiastic about today’s crucial stakes. We tried to design a workshop to engage a discussion about the year’s theme (Impossible) to approach ethical aspects of biotechnologies in a clear and understandable way. We also wanted to confront our project to a large public, so we can have a feedback about their thoughts on the synthetic biological approach and the use of GMOs.
We realised that students of the scientific campus are not aware of iGEM-Toulouse projects, and in general of synthetic biology issues. So we organised exhibitions at INSA-Toulouse and Université Paul Sabatier library to highlight former iGEM-Toulouse project and potential of synthetic biology. In order to make iGEM project understandable for all scientist student (and not only for biologists), we redesigned posters of previous project E. calculus, SubtiTree, ApiColi, Paleotilis, and of our project Croc’n Cholera.
After working during several months on synthetic biology for our iGEM project, we needed to organize an event to present our work and the one achieved by the previous iGEM teams. We also wanted to have an exchange of opinions with people who possibly have different values and considerations than us. The intended public was mainly composed of the Paul Sabatier university and INSA Toulouse students, two of the schools we are intending.
Croc'n Cholera
iGEM UPS-INSA Toulouse 2017
Education & Public Engagement
Discover
Practice
Discuss
Exposciences
School Education
Our interventions in Toulouse
Rising curiosity
Emergence of questionnements
A first representation of micro-organisms
Analysis of the representations
High school lab
Card game
Researcher's night
Campus exhibitions
Conference
