Our Education project is a spark from the fire we started in Human Practices. Please allow us to revisit the situation with you with an eye to the educational criterion.
For a long time, and out of sheer ignorance on our part, we believed that, when asking to the population what they think about CBD based medicines, we would receive a negative and stigmatized feedback, but it ended up turning out that most of the interviewees were actually open to understanding the subject. The stigma existed and was present in the dialogues, of course, but many people had never had contact with a proper explanation of the subject. During the first of six data collections that we had scheduled, we realized that we had got it wrong. So we restructured and prepared a new approach.
The proposed change was quite simple, but very effective. We literally sat down and had a chat with anyone who was willing to listen to us.
No objective data could ever replace what we can learn from society in a conversation (even though our data collection was still very valuable for us).
Figure 1: Talking to a clown, oil on canvas (2023).
Our team places great value on disseminating science and sharing the knowledge we produce with society, that’s why we understand the importance of making science less elitist. Since our project addresses an ethically accessible and high-potential treatment for several diseases, this knowledge should be shared with the population. We are committed to always treat public health as a priority.
As well as answering the public's questions about our project and CBD, our main mission with this Education project was to demystify the use of CBD in medicines and differentiate it from THC, especially for younger people, who are generally more open to new discoveries. In this way, we were able to promote this little-explored field of knowledge in our country to the local population.
Communicating our desire to explore new possibilities and our passion for science, to a local community, that would not otherwise have access to this knowledge, was a priority for us. We understand that this knowledge, when democratized, can be communicated to all types of audiences, with just a simple variation in language. It was extremely helpful for our team to be able to understand what we could improve with our project from the point of view of others. In this way, we were able to participate in many moments of sharing scientific knowledge and personal experiences of all kinds.
This activity was carried out in partnership with another organization in our college called “Marie Curie”.
This organization aims to make access to colleges and technical schools more democratic by providing preparation classes for individuals from low-income backgrounds who would not otherwise have the means to afford such classes. We believe that having early contact with science and technology is very beneficial for developing student's curiosity about this area. We therefore carried out two activities linked to this project, one focusing on students in the final year of elementary school and the other on students in the final year of secondary school.
For this activity, we held an introductory class on the initial concepts of synthetic biology, presenting our synthetic biology club and iGEM. Given that these were high school students, we adapted our language to simplify the concepts.
At the beginning of the lesson, the students were a little reserved, which was to be expected. To make the class more dynamic, we implemented an award dynamic. During the presentation, we posed questions related to the content and handed out candies for every answer the students gave, regardless of whether they were correct or not. This approach kept them more attentive and encouraged them to participate actively.
As the lesson progressed, the students became more participative, making the experience more engaging for everyone. They also showed interest by asking questions about the content and showed genuine enthusiasm throughout the presentation.
At the end of the activity, our hearts were filled with joy as we witnessed the sparkle in the students' eyes. Not only had they absorbed the concepts of synthetic biology, but they had also fallen in love with the power of genetic engineering. It was an incredibly rewarding experience, and we look forward to inspiring more curious and promising minds in the future. Synthetic biology is truly fascinating, and sharing this enthusiasm with the next generation is a mission we embrace with passion and dedication.
Figure 1: Photo taken during the presentation
This project is being undertaken in collaboration with our educational institution, driven by our recognition of the importance of incorporating underrepresented groups into the field of engineering. Women are often discouraged from entering this field because it is seen as masculine. So, we have developed this project, called 'Elas na Engenharia' (meaning 'Women in Engineering'). The aim is to bring high school girls from towns close to ours to visit our college campus and introduce them to the importance of female representation in engineering. In addition, we are also working with concepts of science and synthetic biology, so that they can get to know new areas of study beyond the more traditional ones. To do so, we have selected four cities: Arapei, São José do Barreiro, Areias, and Queluz. In total, 30 girls will be assisted by our project. The logistics include transportation, meals, and activities for three regular meetings.
Please note that the following meetings are scheduled to take place after the Wiki Freeze date. It's important to clarify that the selection of these dates was not within our control, as they were predetermined. The upcoming meetings are slated for October 16th, October 30th, and November 13th.
In Brazil, gaining admission to a public university can be a challenging process. The country's public universities are highly competitive and offer free or subsidized education, making them a desirable option for many students. However, this means that the selection process is rigorous and often involves demanding entrance exams. Unlike private universities, where students can secure a place by paying tuition fees, public universities require students to excel in standardized tests, which can vary depending on the institution and program. This competitive nature makes it generally more difficult to gain admission to public universities compared to private ones. Additionally, there is a limited number of available spots, leading to intense competition among candidates.
Adding to the complexity of this process is the fact that public schools in Brazil often have lower educational quality compared to private schools. This discrepancy in the quality of education can present significant challenges to students from public schools, as they may face gaps in their academic preparation. These challenges include limited access to resources, overcrowded classrooms, and sometimes outdated teaching methods. As a result, students from public schools may require additional support and guidance to bridge these gaps and compete effectively in the entrance exams of public universities.
One of our primary missions is to facilitate access to public higher education and demystify the admission process. We believe that sharing our individual experiences, including those of girls in our students organization who also come from public schools similar to the girls we aim to assist, will be a powerful tool in achieving this goal. By showcasing the success stories of students who have overcome similar challenges, we aim to instill hope, motivation, and a sense of belonging in these aspiring young minds, encouraging them to pursue their dreams of attending public universities.
At our first "Women in engineering" event, we aim to introduce the girls to our educational institution and provide them with insights into the challenges of accessing higher education in Brazil. We will offer them a campus tour, providing an overview of the available courses and the application process. During this session, we will also engage in conversations about the diverse backgrounds and experiences these young girls have, emphasizing that their unique realities should not deter them from pursuing a future at public universities. This dialogue will be crucial in dispelling misconceptions and inspiring confidence among the participants as they embark on their academic journeys.
For the upcoming second meeting, we have planned an introductory session on synthetic biology. Drawing from extensive research and authoritative sources, we will deliver a comprehensive presentation on the foundational principles and concepts of this promising scientific field. Our aim is to offer a clear understanding of synthetic biology, its objectives, operational processes, application areas, everyday examples, limitations, risks, and fundamental concepts. We will present these topics in a didactic and pragmatic manner, tailored to our target audience - young girls from public schools.
This activity aligns perfectly with our overarching goal, which is to disseminate the science of synthetic biology to a broader segment of society, nurturing the growth of innovative ideas and thoughts. Additionally, we will delve into the critical distinction between legitimate scientific endeavors and pseudosciences, providing an insightful introduction to our project and highlighting its differentiation from prevalent false therapies.
Recognizing the potential for a profound impact when combining theoretical and practical lessons, we plan to engage the students in a playful experiment designed to kindle their interest in genetics. Often perceived as a complex field of biology, genetics can sometimes discourage students. To counter this, we have devised an engaging experiment to demonstrate key genetic principles. As we facilitate this experiment during “Women in engineering”, we will provide students with a detailed script and assist them in preparing the necessary materials.
To conduct the experiment successfully, we will require papayas, bananas, tomatoes, onions, garlic, zip lock bags, a knife, 200 mL cups, liquid detergent, table salt, a stopwatch, a measuring cup, a tablespoon, a teaspoon, a marker pen, and 70% cold alcohol. The first step involves peeling and cutting the papaya, onion, garlic, and tomato into small pieces. While doing so, we will emphasize the significance of macerating the food, as this process increases the surface area for contact with agents responsible for extracting DNA from the cells.
It's important to note that using a blender or food processor can compromise DNA integrity, and we will strongly discourage such practices. The onion and garlic, being harder, will be cut into tiny pieces instead of maceration. Subsequently, we will transfer the materials obtained into beakers, adding 50 mL of water to each (measured precisely with a measuring beaker), along with a tablespoon of detergent and a teaspoon of salt. These mixtures will then rest for 30 minutes, with occasional gentle stirring.
During this phase, we will explain the role of detergent, which acts as a denaturing agent for the cell's lipid membranes, exposing the proteins and DNA. Additionally, we will elucidate how salt (NaCl) functions as an ion-supplying agent, crucial for DNA precipitation. After the 30-minute interval, we will carefully filter the solutions using a strainer, ensuring that the strainer is rinsed between filterings to prevent cross-contamination. Following this, we will gently pour in 50 mL of cold 70% alcohol without mixing it with the solution.
At this juncture, we will allow the DNA to precipitate for three minutes, prompting the girls to record their observations. We will explain that the addition of 70% alcohol reduces DNA solubility along with the salt added earlier. As the alcohol settles, we will point out the possibility of pectin appearing alongside DNA molecules, a phenomenon bearing a striking resemblance to nucleic acids.
For the third Women in Engineering, our team developed a lecture on pharmaceutical biotechnology. Through research and prior knowledge, with the aim of elucidating and transmitting knowledge on the respective subject, a lesson was developed for the event's audience. The content of the lecture involved the origin, current impacts and applications of biotechnology in pharmacology through a less technical, more objective and didactic methodology for our target audience. With the development of this activity, we hope to disseminate biotechnology and scientific knowledge in a more attractive way.
In addition, we intend to hold a roundtable discussion with the event's participants and students from our university who also studied in public schools, so that they can share their trajectories and make the reality of public schools more tangible and not so distant from the reality of these girls.
To conclude, we will conduct a Kahoot! quiz, incorporating concepts from our second and third meetings that delve into synthetic biology and pharmaceutical biotechnology. Our plan is to infuse an element of excitement into this quiz by offering sweet rewards. Participants who provide explanations for their quiz answers will be treated to some delightful goodies. We believe that this approach will not only foster active engagement but also infuse an element of enjoyment into the learning experience.
