Abstract:

Genetic knowledge and research tools are developing at a fast pace. The understanding of genetics is an important prerequisite in the development of new and future technologies and biotechnologies. In school, equipment to keep up with this technology is not widespread and the most common approach is a school visit to a laboratory where the pupils get to see but not take part in the laboratory work. Here, we present an educational approach where school and research institution collaborate giving pupils a hands-on genetic laboratory experience guided by researchers.

In STEM measures the availability of simple equipment and consumables to make teaching make great impact on pupils interest.

A genetic research lab for pupils was established at NIBIO Svanhovd, Eastern Finnmark, Norway, in 2014. The main goal was to guide and learn the pupils through the genetic analysing steps, from organic sample to individual identification, by DNA microsatellite methods. Brown bear was used as model species.

The researcher lab session had the following structure:
1 Welcome and introductory lecture in an auditorium by researchers (1 hour).
2 Entering the lab, health environment and safety description, and demonstration of equipment (30 minutes).
3 Stepwise revision of the laboratory protocol for pupils and teachers and grouping of the pupils (30 minutes).
4 Pupils carry out the experiment under supervision of the tutor (scientist) and the teachers (1 hour).
5 Results and discussion. How to use and interpret the results obtained considering the model species selected (1 hour).

The focus is to understand and learn basic concepts by self-doing under supervision, that develop skills, behavior in order to achieve educational objectives that attain required knowledge.

A total of 21 schools and over 590 students participated in the genetic research lab over the course of four years. Mainly the class level is 5 to 10 grades. Though, also younger and older grades has enjoyed the experience. The different grades of pupils has different background that also is dependent on their teachers. The pedagogic principle of teaching by hands-on seems best. So working into groups of up to four pupils where everyone is doing pipetting and practical handling of the instruments. Thus, it is important that they make the experiment as a teamwork inside the group supervised by a scientist.

Lesson learned:
The content of the lab need to be adjusted to fit the curriculum of each school. Preparation is important, especially the information about what to do in the lab and the educational benefits need to be clear, then the teacher need to go through the work with the class. The repetition at the research station is important to go through, especially the goals of the experiment. An important subject that influence learning is to tell what can go wrong – for different reasons. The pupils were divided in four groups with between two and three pupils per group. A maximum of 16 pupils per laboratory session. If the team-group exceed four pupils there are higher risk that they don’t participate in the teamwork. If the lab includes more than 16 pupils the risk of noise increase and concentration decrease. The experiment need to be working swift, but pauses is very important to gain concentration and discussion among the pupils. The step 5 is important as debriefing as well as a time try to make the pupils communicate with the scientist about how to work with science and technologies.

Keywords:

Open schooling, biotechnology understanding, inspiration for science.