“Teachers open the door, but you must enter by yourself” says the Chinese proverb. However, what happens when that door is in fact closed or does not even exist?
Science education plays a crucial role in shaping the future of societies by fostering critical thinking, problem-solving skills, and scientific literacy among individuals. However, the accessibility of science education varies worldwide due to several factors such as economic, socio-economic and cultural constraints. Unfortunately, these barriers are mostly found in developing countries, where political instability further exacerbates them.
Another constraint that nations face regarding accessibility of science education, is the lack of competence or enthusiasm of teachers. Therefore, our book is designed in a way that “makes science fun”. It explains important concepts ranging from personal hygiene to global warming, with the help of colorful illustrations and accessible language, allowing such concepts to be introduced at an early age. “Joy’s Journey” opens a door to creative learning of science by providing an interactive reading, as it is accompanied by a puzzle to allow the child to further engage with its content and understand important scientific phenomena.
Synthetic biology, this relatively new branch of life sciences that uses biological engineering principles to introduce modified material at the molecular level, has had mixed views from the general public based on the risks it might possess as well as certain ethical and moral principles. The public’s view on synthetic biology is an important topic as the public’s reservations has led to the termination of certain research areas, such as genetically modified organisms in Europe and stem cell research in Denmark [14]. Multiple surveys have been conducted over the years in different areas of the world which show results regarding the public’s education on synthetic biology, their openness to accepting its applications in their community, as well as their reservations about it.
Many of the reservations about synthetic biology come from unfamiliarity about the subject. As per a national survey conducted in Australia in 2021 by CSIRO’s synthetic biology future science platform on 8000 respondents, 85 % of them had little to no knowledge about synthetic biology and how it could be applied in certain issues [18]. An earlier survey conducted in the US depicted that 74.9% of respondents were uninformed about synthetic biology and its use [14]. However, with a more recent survey conducted in 2022 with 4593 people based in Australia, more than 87% of the respondents had little to no knowledge about the subject [7].
Despite the little information the public has on synthetic biology, the acceptance rate is in a huge part dependent on the application it is being used for and respondent’s knowledge on the problem it is being used to solve. Hence, although the public has been open to certain results brought about by synthetic biology, in order to understand the degree of acceptance, the applications for synthetic biology must be looked at.
Due to the certain environmental problems in Australia, a survey addressing the applications of synthetic biology in regard to the environment is viewed. This survey, conducted in 2022, depicted that for more practical applications such as for energy and environmental problems, synthetic biology was readily accepted [7]. Specifically, it demonstrated that the general public was much more open to the issues they were informed about which included using the technology from synthetic biology to deal with endangered species, invasive pests, corals, and pseudo-organisms. Even though in this survey the majority of the respondents were not previously informed about the applications of synthetic biology in these respective issues, the openness to accepting its applications was positive.
However, the support for gene modification techniques such as changing an existing gene within an organism, removing a gene from an organism, adding a gene from the same species of organism, and adding a gene from different species of organism was much more neutral.
Furthermore, based on a survey conducted for Royal society with 2601 people [30], 82-83% were open to using synthetic biology in terms of life threatening conditions that may or may not have other cures. This again pushes the previous mentioned view of the public’s acceptance based on their interest in the applications.
On the other hand, there are several reservations on the use of synthetic biology for cosmetic enhancements. According to the survey conducted for Royal society in the UK, 60-69% people were opposed to such applications [30]. Similarly, another survey conducted earlier in the US indicated that the majority of the respondents did not view cosmetic enhancements as an appropriate use of the technology [31]. This leads to the multiple reasons behind the reservations for synthetic biology.
Certain risks revolving around synthetic biology including the loss of biodiversity loss, development of stronger pests, health problems, etc. have played an important role. However, according to a recent survey [14], the number of respondents that believe the risks of synthetic biology to be high is only slightly more than those who perceive the benefits to be high.
There are also moral and religious beliefs that play into the hesitation for accepting synthetic biology. Questions regarding whether creating DNA blurs the natural workings of the world must be considered. Another survey indicated that for synthetic biology, although most people agreed that synthetic biology has too many unintended consequences, the number of people that believe that it is blurring the line between man and God is lower. Even fewer people agree that research for synthetic biology is in conflict with their religious and moral views [14].
A similar survey showed that a large majority of the respondents did not believe advancing synthetic biology to be more important than protecting the society from the unknown risks, and a large majority were in favour of regulating commercial research for synthetic biology. According to this survey, the support for synthetic biology was slightly in favour of it [14].
Over the years the acceptability of synthetic biology in terms of morality in several different applications has in general gone up. However, this majorly depends on the specific application [15].
As people are in general open to accepting synthetic biology with practical applications on subjects important to them and how they feel about it, the initial steps of public acceptance would be educating people on the multiple practical applications and how synthetic biology is connected. Without adequate knowledge about synthetic biology, the public tends to go with their feelings. Incorporating applications of synthetic biology into general education can create a more open environment to discussing concerns that people may have regarding this.
Neurodevelopmental disorders that affect the perception and processing of information are named learning disorders. They can affect a person’s reading, speaking, listening, abilities leading to affecting their learning abilities as well.
How do these disorders affect learning?
Due to their basing on neurodevelopment, these disorders can affect the way a person learns, often leading to academic underachievement especially in children. There are different levels of severity when dealing with these disorders going from mild to severe, which can respectively go from affecting a few academic areas to several and then requiring intensive specialized teaching. Based on the severity of the disorder, the memory performance can also be affected [9].
Below some common named learning disorders are described as well as how they might affect the learning process for individuals and they are dealt with in order to improve learning conditions for people.
This language processing disorder is typically seen in middle to old aged people [1]. Often due to the result of a stroke, aphasia occurs as a result of damage to the parts of the brain that control language. Damage to the temporal lobe results in Wernicke’s aphasia while damage to the frontal lobe leads to Broca’s aphasia. Global aphasia is caused from damage to the external parts of the language control areas of the brain. Global aphasia leads to a person being only able to say a few words, having to repeat words, or being unable to understand simple sentences and even words at times. Certain types of aphasia can improve without treatment, however often other methods are used in helping those with aphasia to learn. This includes aphasia therapy in which a person’s remaining language skills are used to restore their previous skills. Virtual speech pathologists are also options for aphasia therapy [33]. In order to continue to improve their learning actively, activities like clubs of a person’s interest are used.
Auditory and visual processing disorders are disorders that affect a person’s ability to make sense of information taken in through the ears and eyes respectively.
Separating the two, visual processing disorder can interfere with a person’s spatial awareness. With this, the motor tasks are affected. These include the ability to use visual cues to guide their movement which can also lead to difficulty in writing, transferring from worksheets to a book, etc. In further relation to learning, reading and math are heavily affected with the numerous use of symbols and allowing confusion between similarly shaped symbols. This disorder hence also affects the ability to discriminate between different objects. Another learning factor affected is visual closure, referring to the ability to recognize symbols and objects that are only partially visible. An example showing the extremity of this is that a face without an eye might not be recognizable by someone with visual processing disorder. For this disorder, certain methods are being used in order to make learning easier for children. Enlarged font sizes, darker lines in a paper making it more distinct, simplified structures in worksheets and books are helpful tools used for dealing with visual processing disorder.
Auditory processing disorder can affect the speech and language of an individual. Similar to visual processing disorder, this disorder affects the phonological awareness leading to problems recognizing sounds and therefore in understanding verbal instructions. Those with this disorder also have difficulties with auditory memories and sequencing. In order to deal with this disorder, verbal instructions can be given in addition to written ones or with visual cues. Simplicity aids in the learning process as well [32].
Dyspraxia, or developmental coordination disorder, affects motor skills as well as cognitive skills. This disorder interferes with the learning process and makes it harder to plan things, harder to have balance, and good posture as well as poor hand-eye coordination. Symptoms include having difficulty with focusing on one thing and learning new skills. This disorder is suggested to have been caused due to immaturity of neuron development in the brain [5]. Occupational therapy, speech and language therapy, perceptual motor training, and equine therapy are methods that are used to improve an individual dealing with dyspraxia.
Dyslexia which is a commonly known disorder affecting mainly the reading, writing and spelling processes, interferes with a person’s ability to learn. A person dealing with dyslexia may confuse the order of letters, have difficulty spelling, find it hard following a sequence of directions, etc. there are multiple methods that are prevalent in dealing with dyslexia one of which includes using certain fonts such as sans serif fonts. The font size being more than 12 is also a method used in order to reduce confusion. It is also possible to utilize lessons with a teacher 1 on 1, phonics, as well as speech recognition software [4].
Besides these named learning disorders, there are multiple disorders that also affect the learning process, such as autism and Tourette’s syndrome:
Autism is a development disorder which interferes with communication skills. It also includes repetitive behaviour and interests, delayed language skills, delayed cognitive skills, and more [23]. In order to better deal with the symptoms, using a muted colour palette for written information, as well as excluding yellow and reds, will be significantly beneficial for students. Furthermore, as with multiple disorders, using larger and clearer fonts will also prove to be helpful.
Tourette’s syndrome can affect the learning process significantly for children. This makes it difficult to write and read and easy to get distracted. In order to aid children dealing with this syndrome, personal support may be required. Although medications are often used, educating others will aid in the learning process for those with this syndrome [11].
As mentioned above, multiple methods are used for people dealing with disorders that affect learning in order to help them continue to learn in more efficient ways. Neurofeedback is a method that uses the measurement of an individual’s own brain activity in order for self-improvement. This method has the ability to facilitate learning among children with several learning disorders [16]. Besides this, multiple disorders rely on similar methods in order to aid the learning process. This includes using simplification of the content and clearer information being handed out. As pace plays an important role in the understanding of content, the clearer and simpler the information provided, the easier it will be to grasp, especially for school children. Another essential part is the method for communication. Using both auditory and visual aids in order to complement the learning process allows for a less demanding educational experience. Using larger fonts and darker lines on paper and other such methods are also proven to be beneficial as they allow easier differentiation of symbols and such. Often several one on one sessions are used for gradual self-improvement by self-evaluating and making it better to deal with the learning disorders. Using these methods in general education can greatly aid in the learning process for children that may have been struggling.
Education is vitally important for general awareness about the world and also for further development and success in society. Science education, like other education, can prove to be difficult for people dealing with certain disorders. As science is a subject based on systematic learning methods, conveying practical knowledge, which might be harder for students with learning disabilities, equitable opportunities in education systems is essential. Implementing the aforementioned methods into science education can open up various opportunities for people dealing with certain disorders.
Specifically, learning methods can include verbal learning of complex information, using aids for processing information given in texts, learning through active methods such as experience based learning, stepwise scientific thinking with reasoning as well as information tailored to the student’s strengths [21]. Furthermore, announcing the work in advance, making it easier for identification of lab equipment, assigning projects accordingly to a student’s abilities, and discussing concepts as applied to the real world are simple and small steps aiding in the learning process of students struggling with learning disorders [10].
Adapting to these methods can take time as it is a gradual process, however even the slightest aids can immensely help those in need of such methods.
As mentioned above, science education plays a crucial role in shaping the future of societies by fostering critical thinking, problem-solving skills, and scientific literacy among individuals. However, the accessibility of science education varies across countries, even regions, leading to disparities in scientific knowledge and opportunities. Several factors contribute to this limited accessibility, regarding everything from the economic state of the county to its own culture.
One primary barrier to accessing science education is the economic limitations faced by certain countries. Insufficient funding for educational institutions, lack of resources, and inadequate teacher training obstruct the implementation of comprehensive science education programs. In economically disadvantaged countries, the focus often remains on basic education, neglecting the development and promotion of science-related disciplines. Also, another factor to keep in mind is socio-economic inequality. Students from low-income backgrounds often lack the financial resources necessary to afford quality education, including science-related materials, textbooks, and laboratory equipment. This disparity perpetuates a cycle of limited opportunities and further widens the educational gap between different socio-economic groups.
Another significant challenge to science education accessibility lies in the lack of adequate infrastructure, particularly in developing nations. Insufficient laboratory facilities, limited access to technology and internet resources, and a scarcity of scientific equipment hinders effective teaching and learning experiences. Without proper infrastructure, students are deprived of hands-on experiences and practical applications of scientific concepts, compromising their overall understanding of the subject.
Cultural barriers also contribute to the limited accessibility of science education in certain countries. In some societies, traditional beliefs and cultural norms may discourage individuals, particularly girls, from pursuing a science education. Limited representation of women in science, technology, engineering, and mathematics (STEM) fields further exacerbates this issue, perpetuating the gender gap in science-related careers.
The quality of science education heavily relies on the competence and enthusiasm of educators. Teacher training programs and ongoing professional development initiatives are crucial in equipping educators with the necessary pedagogical skills, subject knowledge, and teaching methodologies. Unfortunately, in many parts of the world, limited access to such programs does not contribute to the effective delivery of science education.
In the era of rapid technological advancements, the digital divide represents a significant challenge in ensuring equitable access to science education. While some regions have embraced digital learning platforms and online resources, others lack access to the necessary technology and internet connectivity, creating a substantial gap in learning opportunities.
As usual, when comparing an issue worldwide, it is possible to distinguish between developed and developing countries.
Developed countries such as the United States, Canada, and European Nations have made significant progress in providing accessible science education. These countries generally have well-established educational systems, abundant resources, and advanced infrastructure. As a result, students in these regions have access to state-of-the-art laboratories, well-trained teachers, and a wide range of educational materials. Furthermore, developed countries often emphasize the importance of science education in their curricula and allocate substantial funding to support it.
However, even within developed countries, there can be discrepancies in accessibility based on socio-economic factors. Students from disadvantaged backgrounds may face barriers such as limited access to high-quality education resources or lack of opportunities for hands-on scientific experiments. Efforts are being made to bridge this gap through programs that promote equal access to science education, scholarships, and outreach initiatives targeting underprivileged communities.
Despite the challenges faced by many nations, some countries have successfully established robust and accessible science education systems. These countries serve as examples of best practices in promoting scientific literacy and inclusivity.
Finland consistently ranks highly in international assessments of science education. Its success can be attributed to several factors, including a holistic approach to education, highly qualified teachers, and a focus on inquiry-based learning [6]. Finland's commitment to equal opportunities and inclusive education has resulted in a science education system that nurtures students' curiosity and critical thinking abilities [6].
Singapore is another country renowned for its exceptional science education. The Singaporean government has prioritized science education as a national agenda, investing heavily in educational infrastructure, research, and curriculum development [24]. The country's emphasis on practical applications of scientific knowledge and rigorous teacher training has contributed to its success in producing scientifically literate citizens [24].
In contrast to developed nations, many developing countries struggle to provide accessible science education due to various challenges. Limited funding, inadequate infrastructure, political instability, cultural barriers and a shortage of qualified teachers are common obstacles in these regions. As a result, students often lack access to basic laboratory equipment, textbooks, and updated scientific knowledge.
Many countries in Sub-Saharan Africa face significant challenges in providing accessible science education. Limited financial resources, inadequate teacher training, and a lack of infrastructure create barriers to quality science education. Additionally, political instability and conflicts in the region further exacerbate these challenges, hindering progress in science education [25].
Yemen represents another example of a country with limited accessibility to science education. The ongoing civil war and political instability have resulted in a severe shortage of educational resources, including science textbooks, laboratory equipment, and qualified teachers [2]. The dire situation in Yemen has severely impacted the education system, particularly in the sciences, leaving many students without adequate opportunities to develop scientific knowledge and skills.
However, despite the challenges, several countries and organizations have implemented initiatives to enhance the accessibility of science education.
The Ghana Science Project is an initiative aimed at improving science education in rural areas. It focuses on training teachers, providing educational resources, and organizing science camps to engage students in hands-on learning [28].
The government of India launched the "Rashtriya Avishkar Abhiyan" program to promote scientific temper among students. This initiative focuses on providing accessible science education through the integration of practical activities, experiments, and innovation in the curriculum [19].
The Kenya National Commission for UNESCO has partnered with various organizations to enhance science education accessibility. The "Science Education for Sustainable Development" program focuses on supporting teacher training, curriculum development, and the provision of science kits to schools in underserved areas [27].