In an era of technological advancement, biotechnology, particularly in emerging domains like synthetic biology, is increasingly shaping our lives. However, these emerging technologies and innovations have also given rise to a series of ethical dilemmas. While the pursuit of scientific progress and technological breakthroughs is paramount, it is equally important to recognize the significance of human happiness and ethical considerations. Our objective is to educate students about the interplay between biotechnology and ethical principles, equipping them to navigate ethical issues effectively in the realm of biotechnology and other related technological fields.
First and foremost, the debate-based approach serves as an active learning method, encouraging students to delve deeply into the topic while defending their own viewpoints. It empowers students to explore subjects comprehensively, considering them from multiple perspectives. In essence, this approach enables students to view issues from diverse angles, leaving a lasting impact and broadening their understanding of the subject matter.
Given that bioethics inherently entails a range of perspectives, we refrained from imposing rigid boundaries during our teaching approach, instead fostering discussions among students. By drawing upon their acquired knowledge and introducing various ethical dilemmas, our aim was to kindle profound contemplation about bioethics, science and technology, and the harmonious development of human society.
Given that this subject matter leans toward Deep learning (D) and Output learning (O), we posit that this course is best suited for high school students and beyond.
Before engaging in debates, we introduced students to various biological technologies and the associated social controversies and safety risks. Each topic stimulated lively discussions among the students, who actively posed numerous questions, demonstrating a keen interest in bioethics. Following the course, we gathered feedback from the students, and their responses indicated a genuine enthusiasm for this teaching approach. They felt that learning through debates significantly deepened their understanding of the subject matter, expanded their knowledge, and heightened their enthusiasm for learning.
We are delighted to observe students eagerly expressing their viewpoints and actively participating in debates with their peers. Through these discussions, they not only acquired knowledge but also consolidated their understanding. We introduced students to bioethics with the hope that this course would guide them to apply ethical principles in their future research, facilitating the harmonious development of technology and ethical values.
1. The activity has influenced the career choices of high school students, with many expressing their intention to consider synthetic biology as a future major.
2. It aimed to educate non-synthetic biology students in the humanities about the applications of synthetic biology, such as the safety of nanomaterials and genetically modified crops.
We participated in the "Major Market" activity organized by Beijing Normal University Affiliated Middle School. In this activity, undergraduates and graduates from different academic backgrounds provided high school students with professional knowledge and guidance for their future career planning. BNU-China used popular formats like scientific videos and comics to introduce students to what synthetic biology is, its application prospects, and employment opportunities.
We were pleasantly surprised to see that students who were at a crucial stage of making career choices showed a strong interest in synthetic biology after our presentation. They expressed their strong desire to consider this fascinating field for their future majors. We are looking forward to seeing them make a mark in the field of synthetic biology in the future! As for the students majoring in liberal arts, although they may not choose this direction for their future careers, they were amazed by the close connection between synthetic biology and everyday life. They recognized that it is indeed a discipline that genuinely improves people's lives.
The initial purpose of organizing this event was to provide high school students with a clearer understanding of their career choices. We also hoped that synthetic biology would become a desirable option among the "products" in the "Major Market" and attract suitable students. However, as undergraduate students who have just been exposed to synthetic biology, we cannot provide more information about future employment prospects for students. Therefore, in the next event, we plan to invite more experienced professionals from the field of synthetic biology to provide students with a more comprehensive understanding.
Apart from students who may pursue careers in synthetic biology, many humanities students participated in the "Major Market" event. They were not particularly familiar with the fields related to synthetic biology and, as a result, might believe unscientific claims, such as "genetically modified foods cause cancer". Additionally, they were concerned about ethical issues related to gene editing and human cloning. To address these concerns, we designed an interactive session on bioethics. Students randomly selected cards with bioethics-related content (e.g., the potential of nanotechnology in neuroscience to enhance human intelligence and learning abilities without ethical restrictions), and based on their values, they chose "YES" or "NO." After their initial decision, we provided them with videos, brochures, and other materials to introduce them to relevant ethical knowledge and basic requirements of bioethics. They were then given the opportunity to exchange opinions on the issue with each other before making their final choice.
After our explanations, 33% of students changed their initial opinions and made the correct judgment in the second round of decision-making. This experience made us realize the necessity of promoting bioethics education, and it reinforced the meaningfulness of our work! Students also became aware that many deeper ethical issues are not simply black and white; technology development needs to find a balance among various considerations. This has inspired us to choose more debatable topics for future discussions and engage in in-depth conversations with everyone.
As students majoring in biology, it is challenging for us to anticipate how students unfamiliar with genetic engineering technology perceive this field and its applications. However, the survey revealed that 33% of students had a vague understanding of nanotechnology ethics and genetically modified foods. Nevertheless, after our explanations and discussions, they were able to make informed judgments. This has made us deeply aware of the necessity and importance of promoting bioethics education in the field of biology.
From an experimental perspective, conducting experiments to validate project feasibility is an integral part of the iGEM competition. Therefore, proficiently performing experiments is crucial. A proficient laboratory technician can not only efficiently acquire experimental data but can also adeptly design experiments, making data analysis and handling more effective. This minimizes the time spent on simple experiments, allowing us to channel more energy into refining our project.
Furthermore,the terms "experiment" and "safety" are inextricably linked. When conducting experiments, considerations of safety are inevitable. Therefore, alongside learning experimental techniques, it is vital to enhance the awareness of biological safety among experimenters and standardize their operational skills.
Additionally, we recognize that any theory must be coupled with practical application. While theoretical learning teaches us how to conduct experiments in theory, hands-on experimentation is the most effective way to solidify learning and absorb acquired knowledge. Many discoveries result from experiments, and without conducting experiments or firsthand observations, we cannot obtain scientifically meaningful results.
Therefore, we organized a seven-day basic synthetic biology experimental skills trainingto help participants master fundamental experimental skills, analyze and handle experimental data correctly, and strictly adhere to laboratory safety standards.
We also learned that students from Beijing No. 5 High School have formed their own team, aiming to delve deeper into learning experimental skills. Thus, we invited them to join our training.
The training course comprises three parts:
1. Basic Experimental Skills and Principles of Experimental Methods: In terms of experimental skills, we initially learned to use basic biological experimental equipment such as balances, pH meters, laminar flow hoods, autoclaves, incubators, and shakers. In the subsequent days, we focused on mastering the operation of PCR technology, the preparation of enzyme digestion systems, infusion systems, and experiments related to protein detection, among others.
2. Synthetic Biology Theory: Recognizing that students from No. 5 High School had numerous questions about the iGEM competition, we scheduled a course at the beginning of the experimental training to introduce the iGEM competition. We aimed to provide these high school students with a deeper understanding of the iGEM competition and enhance their enjoyment of the competition. Throughout the daily experimental training, we also interwove lectures related to synthetic biology, elucidating the history and development of synthetic biology, guiding them in modern biological research, and introducing cutting-edge fields. We hoped to ignite their enthusiasm for learning biology.
3. Biological Laboratory Safety Education: On the first day of training, we delved into theoretical knowledge related to laboratory safety, including laboratory classification, personal protection, and waste disposal. We adhered diligently to laboratory operation standards, acquired an understanding of equipment usage, and anticipated possible accidents during operations, all while being aware of the appropriate procedures for handling such incidents.
We discovered that our training program was well-received by the students. They considered it a valuable learning experience, and we were delighted to have ignited their enthusiasm for synthetic biology.
Some students developed a heightened interest in synthetic biology, while others expressed a strong desire to pursue in-depth studies in college. Through interactions with our undergraduate team, the students gained deeper insights and more professional knowledge in synthetic biology.
We believe that this training program not only enhanced our awareness of laboratory safety but also supplemented the practical knowledge we lacked. It provided us with a platform to transform textbook knowledge into practical experience, identify gaps in our learning, master the operation of laboratory instruments, comprehend the principles of experimental methods, and accurately prepare the required reagents, all while ensuring the proper disposal of experimental waste.
Regarding team cooperation, we became more familiar with our teammates' working styles, enhancing our team cohesion and better enabling us to collaborate in subsequent experiments.
We are gratified that not only did we benefit from this training, but students from Beijing No. 5 High School also gained valuable insights from our training program. We hope that this will be beneficial to their own projects and wish them success in the iGEM competition!
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