Abstract:

The current biodiversity crisis demands urgent actions to mitigate the extinction of species worldwide. However, conservation should include scientific evidence and be accompanied by citizens education actions.

Conservation offers unique opportunities to develop education activities with multiple complementary objectives including:
a) dissemination of scientific results to inform conservation
b) education on the biology and threats of target species and
c) information on how citizens can aid conservation.

Here we present the workshop entitled “Genomics of the colonisation of marine turtles” developed under the umbrella of the project LIFE TURTLENEST (LIFE 21 NAT/IT/101074584) in the context of the ongoing colonisation process of the loggerhead sea turtle (Caretta caretta) in the western Mediterranean. This project includes partners from Italy, Spain and France, countries that are experiencing in recent years an increasing number of nests of this species, while nesting was absent or very infrequent in past decades. This implies that citizens are mostly unaware of the presence of turtles in western Mediterranean beaches, why they are currently nesting on them and how they can contribute to conservation. This workshop, suitable for all audience from 4 years old onwards, invites the public to become sea turtle detectives using genomic tools to understand why sea turtles are laying eggs in new areas and how citizens can help on their conservation.

The workshop has three different phases:
a) understanding sea turtles biology,
b) genomics of the colonisation, and
c) sea turtle threats and conservation.

On the first phase we use group dynamics and photographs, with questions and answers from the audience, to learn about sea turtle biology and conservation. This phase ends by asking if they are aware of sea turtles nesting on nearby beaches, and why they think this is happening. In the second phase we introduce the role of science, particularly genomics, to obtain the answers. The level of detail given will depend on the age of the public, but at least it should contain the idea that DNA material has a lot of information and is related to the parents and the origin of the animals. The participants play as scientists and obtain imaginary blood samples from plush sea turtles that pretend to be sent for ‘sequencing’. They then receive a bracelet with a code of four coloured marbles that represent the obtained nucleotide sequence that matches a results sheet with the same nucleotide sequence (DNA). By combining the results of the group, they conclude that the colonisation is originated from distant nesting areas in the Atlantic and the Mediterranean and that different nests in separated beaches were laid by the same female. The last phase starts with the acknowledgement that turtles may need some help to succeed and establish in these new areas. Using again a group dynamic of questions and answers, they review photographs with different threats turtles are facing and obtain answers on how they can contribute to minimise them. The workshop ends with the main message of what to do when they encounter tracks, females or hatchlings on the beach, for instance in Spain by dialling 112 and not disturbing the animals. As a result, the proposed workshop benefits from an ongoing conservation project to deliver key messages on the importance of STEM disciplines, education on biodiversity and public awareness to aid conservation.

Keywords:

Public awareness, STEM education, conservation, Role-play, Game-based learning.