Overview

"The education of individuals is not about imparting knowledge, but about handing over the keys to unlock the treasury of knowledge, giving students everything we know." -Tao Xingzhi

Throughout the entire 2023 iGEM competition cycle, education has been our top priority. Through educational initiatives, we aim not only to impart knowledge to students but also to ignite their passion for learning and provide them with a treasure trove of knowledge. We have primarily structured our educational activities according to different stages of student learning, categorizing our events into "Primary School - Middle School - High School - University - Public Education".
In China, Synthetic Biology has already permeated through various aspects of daily life, such as the food industry and pharmaceuticals. However, "Synthetic Biology" remains an unfamiliar term for the majority of Chinese people, often accompanied by skepticism and fear. In response to this phenomenon, we have recognized that the lack of understanding of Synthetic Biology is primarily due to the limited availability of education within the formal Chinese education system. As a result, we have undertaken a series of educational activities targeting formal education.

1.Primary School Education(Click to see more)
(1) Under the theme "Ultra-Light Clay: Creating Gene Pathway and Fluid Mosaic Models", we have designed Biology lessons tailored to the learning styles of primary school students. These lessons introduce children to the concepts of Biology and basic Engineering, guiding them to observe cell structures and helping them create their own biological models.
(2) Additionally, we have developed a picture book for visually impaired children, addressing their unique educational needs.
2.Junior High School (Click to see more)
We conducted an assessment of the learning styles of middle school students and designed a Synthetic Biology course titled "Exploring the World of Synthetic Biology with You" to tell them about Synthetic Biology and its applications.
3.Senior High school (Click to see more)
(1) Recognizing the specific learning needs of high school students, we have created a "Bioethics Course" to nurture their skills in scientific reasoning and ethical decision-making.
(2)We also engaged with The High School Affiliated To Biejing Normal University in “Major Market & Ethical Choice”, providing essential knowledge and advice to high school students at this pivotal stage in their lives.
(3)Furthermore, we organized a "Basic Synthetic Biology Experimental Skills Trainactivity", offering Synthetic Biology lectures and a seven-day hands-on experimental training to the iGEM team at Beijing No.5 High School.
4.University (Click to see more)
Understanding the need for diversified learning methods at the university level, we developed a game called "BioFrame Riddles"to stimulate the enthusiasm for learning among college students.
5.Public Education (Click to see more)
(1)In collaboration with BNUZH-China, we produced “Takeaway Biology”, achieving 12,000 plays within a month.
(2) We also partnered with University of Chinese Academy of Sciences (UCAS-China), Lanzhou University (LZU-China), Beijing Normal University (BNU-China), Hainan University (HainanU-China), Ocean University of China (OUC-China), Wuhan University (WHU-China), Tianjin University (Tianjin), and Guangxi University (GXU-China) to make “SynBio Hourstory” on WeChat's public platform.
(3) Additionally, we created our own educational video titled "Science Outreach Video: What's Synthetic Biology?" and uploaded it to Bilibili, where it garnered 2,000 views.
(4) To better present our project, we handcrafted models of slinker.

Learning Style Type Indicator

In our discussions with education experts, we've uncovered the rich tapestry of learning styles among students. Put simply, there's no one-size-fits-all when it comes to effective learning methods. Taking inspiration from the 16 personality types outlined in MBTI and after extensive research, we've taken the initial steps in creating a framework comprising four dimensions for assessing learning and sixteen unique learning personalities. These dimensions include:
1. Active Learning - Passive Learning
Active learning entails students actively engaging in learning activities, prompting spontaneous thoughts and questions during the learning process, resulting in constructive feedback. Conversely, passive learning involves a more receptive approach, relying heavily on external learning environments.
2. Deep Learning - Superficial Learning
Deep learning goes beyond surface-level knowledge, involving in-depth processing, association, and profound reflection on the acquired information. On the flip side, superficial learning is characterized by straightforward knowledge acquisition, with minimal emphasis on connecting or processing information.
3. Input Learning - Output Learning
Input learning places importance on the diverse ways knowledge is stored within the brain, whereas output learning emphasizes the practical application of knowledge. After internalizing knowledge, students can craft their distinct perspectives and effectively communicate their ideas.
4. Abstract Learning - Representational Learning
Abstract learning involves students who are inclined towards observation, critical thinking, and analytical reasoning. In contrast, representational learning leans towards experiential and sensory-based learning, utilizing simulated environments, models, and hands-on experiences for enhanced learning outcomes.

These distinct learning styles become more pronounced at different educational stages. Consequently, we've segmented students into four distinct learning phases: "Primary School," "Middle School," "High School," and "University." Through surveys, we've delved into the prevalent learning styles at each stage. Based on these survey findings, we've meticulously designed tailored biology education courses for students at each level, with the aspiration of fostering improved comprehension and absorption of knowledge.
Furthermore, we've developed a somewhat preliminary questionnaire to assist us in providing a broad analysis of the learning personalities of our educational subjects. We hope this resource can offer valuable insights to fellow iGEM teams in their education.
Questionnaire:

Results:

Supporting Education

We have partnered with various teaching teams to conduct educational support initiatives across 9 provinces in China, encompassing 25 schools. Through these efforts, we have introduced Synthetic Biology-related courses to over 2,000 students, providing access to biological education in the realm of Synthetic Biology to students in remote areas. In order to accommodate the diverse learning styles of students at different learning stages, we have designed different course curricula under various teaching methodologies to enhance their knowledge absorption:
1. For primary school students
Given their cognitive level and the need for engaging and efficient classes, we crafted practical and captivating experimental courses aimed at capturing their interest. By conducting hands-on and enchanting experiments, we conveyed knowledge about microorganisms. Recognizing that young learners thrive when immersed in Representational Learning, we employed clay models to illustrate the structure of bacteria and gene pathways while teaching them about DNA and the fundamental principles of genetic control. This hands-on approach strengthened their understanding through kinesthetic learning.

2. For junior high school students
Possessing a foundational understanding of biology yet lacking a deep grasp of biological concepts, they were introduced to more expansive knowledge, including Synthetic Biology, organelle functions and expression, and the principles of the fluid mosaic model. These students often benefit from didactic instruction to broaden their horizons. Consequently, we adopted a more traditional lecture-style teaching approach to gently guide them into the world of Synthetic Biology.

3. For senior high school students
Having already delved into advanced biological education, they benefit most from an expanded perspective and dialectical thinking. Thus, we introduced topics such as gene pathway construction, which represents emerging biotechnology fields, and bioethics, designed to provoke profound contemplation. By stimulating active thinking, we encouraged these students to learn through output-oriented methods.

You can download all our course curricula and materials on this page.

Research

Furthermore, to refine our courses and gain insight into various educational models at distinct learning stages, we engaged in discussions with seasoned educators specializing in primary and secondary education: Ms. Wang Lijuan and Mr. Han Shijie. Both recipients of numerous educational awards, they offered valuable insights into students' learning styles and cognitive abilities at different learnig stages.

Drawing from their feedback, we iteratively adjusted our syllabuses, aspiring to deliver enhanced classroom experiences. Their recommendations, detailed below, are intended to assist future iGEM teams in shaping their teaching methodologies:
1. Tailor teaching prioritiesto match students' age groups, emphasizing specific educational objectives for each stage.
2. When instructing younger students, adapt to their learning capacities and comprehension levels. Avoid rushing through the curriculum and prioritize using clear and accessible language that avoids excessive academic jargon.
3. Prior to each class, assess students' existing knowledge levels and select curriculum materials accordingly. Expand upon current knowledge in a targeted and progressive manner. Provide additional extracurricular knowledge for high-achieving students, while reinforcing foundational knowledge for those who may be struggling.
4. As teaching methods continue to diversify, leverage PowerPoint presentations and blackboard instruction. These tools should complement one another and align with the same knowledge framework. In addition to textual content, incorporate visual aids such as images, tables, and animations to deepen students' comprehension.

Reflection and Improvement:

1. For primary school students, the innate curiosity they hold towards biology shone through during experiments as they posed numerous questions. It was evident that engaging experiments stimulated their interest in exploring science. These young learners demonstrated critical thinking by actively inquiring into the causes of various daily-life phenomena.
2. Middle school students benefited from these courses, which deepened their understanding of biology, especially synthetic biology, and nurtured their scientific reasoning. The introduction of ethical dilemmas related to biology prompted them to ponder the harmonious coexistence of science, technology, and human society, sowing the seeds of ethical science.
3. In the feedback received from students, many expressed their appreciation for these unique biology classes, indicating that they had gained a wealth of knowledge and harbored a desire to continue exploring related subjects in the future. Witnessing how our classroom education ignited a passion for biology knowledge in these students fills us with great satisfaction!