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Education was at the heart of our team’s vision. We viewed it not just as part of our project, but as a responsibility. We believed science should not be limited to laboratories and academic journals; it should be shared openly with society in understandable and meaningful ways. We tailored our outreach to different audiences, including middle school and high school students, undergraduates, working-class communities, and individuals with disabilities. We aimed to create spaces where curiosity could grow and remove barriers to science.
Our goal was to make synthetic biology less intimidating, demonstrating that it is not just an abstract concept but a powerful tool that can help tackle global issues. Our activities included educational presentations, crosswords, and debates, which allowed us to impart scientific awareness while maintaining the joy of learning. Our goal was to listen as much as we spoke. The journey of educating others changed us. In every classroom, every workshop, and every conversation, we saw how science could spark curiosity and hope. We learned to communicate with humility.
Primary School
Our primary school visits proved to be more spontaneous than anticipated. Our sessions ranged from introducing students to the different parts of a plant to using rhymes and comic strips to simplify scientific concepts. Cells and glow-in-the-dark plants were used as fun examples to grasp their attention. The priority here was to make the learning process engaging and relatable.
These sessions were highly beneficial for the students and our team. They challenged us to communicate scientific principles to a very young audience.
Primary School Education Presentation
Impact on the Students
The sessions had a noticeable impact on the students, sparking their curiosity about concepts in biology at a young age. Biology is not typically a subject taught to young students, and making it digestible for this age group proved to be very fruitful. The children were interested in concepts like glow-in-the-dark plants, as they were something new and unfamiliar, different from their regular classes and coursework. Many students engaged actively, asked questions, and even shared their own imaginative takes on what science means to them. By presenting science in a fun and approachable way, we helped lay a foundation for scientific thinking, potentially planting the seed for future interest in STEM fields.
Impact on Our Team
For us, these sessions were equally transformative. Communicating complex biological topics forced us to delve into the heart of these concepts and explain them in a clear, relatable, and engaging manner. It urged us to look beyond traditional methods of using infographics and textbooks and to use creative analogies, storytelling, and interactive activities. Moreover, these sessions reminded us that our work serves a deeper purpose, inspiring curiosity in the next generation.
Secondary School
The sessions at secondary schools allowed us to be more forward with our discussions surrounding synthetic biology. We introduced concepts like DNA reconstruction by drawing in pop culture references like Jurassic Park and Dr. Curt Connors from Spider-Man. These examples sparked a discussion on bioethics and the critical responsibility that comes with scientific development. We concluded the sessions with activity sheets that included a crossword and a game, allowing students to create their own “Super Animal” and consider the results of their creation.
We found that the students were very passionate about discussing our field of work through these conversations. Communicating these nuanced concepts inspired us to pay close attention to how we apply these principles in our project.
Secondary School Education Presentation
Crosswords
Impact on the Students
The secondary school sessions provided an ideal opportunity for students to be introduced to synthetic biology concepts in a thoughtful and imaginative manner. The sessions were a new, unfamiliar concept that urged the students to think outside the box and use their practical application skills to complete the activities we organized. We received positive feedback from the students and their respective teachers. They emphasized the value and impact of learning complex topics through interactive visuals and hands-on activities. They also mentioned that these sessions led to meaningful conversations in class afterwards and inspired both students and educators to participate in and conduct similar sessions in the future.
Impact on Our Team
These sessions also played an essential role from our perspective. Through these discussions, we learnt the importance of balancing scientific accuracy with pop culture references, which we used to make our sessions engaging. Positive feedback from teachers and students encouraged us to continue working to make learning more accessible across all borders. The students’ eagerness to engage with topics like genetic modification and ethics reminded us of the broader societal context in which our work exists. It prompted us to reflect more deeply on incorporating ethical thinking into our project. The experience reinforced the importance of responsible science communication.
High School
At high schools, we focused on tackling the what, why, and how of CRISPR technology. Our discussion covered its applications in cancer treatment and the controversy surrounding its use. This naturally segued into an interactive debate on CRISPR ethics, which sparked lively discussions over various potential scenarios. We further enriched the debate by introducing additional case studies, including the successful treatment of sickle cell anaemia and the potential de-extinction of mammoths. Our animated video depicting DNA fingerprinting was a favourite at these visits.
We then introduced iGEM and explained our current work and its impact on the students. We also had the opportunity to discuss the various paths one can explore in STEM fields with the high schoolers. Students expressed diverse interests, including forensics and agriculture.
Our multi-faceted approach to these sessions proved highly impactful, as the feedback from students and faculty was overwhelmingly encouraging.
High School Education Presentation
Career Guidance Presentation
Impact on the Students
The high school sessions were a valuable tool for students to explore more complex topics, such as CRISPR and DNA fingerprinting, in depth. These concepts are typically explored on a more surface level in traditional textbooks, and these sessions allowed students to discuss their applications in the real world. Students engaged in discussions with our team members after the session ended to ask more questions and discuss future career opportunities in the field. Introducing iGEM and sharing our own project sparked curiosity about ongoing scientific research. At the same time, conversations about careers in STEM led students to explore paths in fields such as forensics and agriculture. The overwhelmingly positive feedback from students and teachers highlighted the value of combining technical content with interactive learning.
Impact on Our Team
These sessions allowed us to communicate advanced scientific concepts to an audience preparing to enter higher education. Breaking down CRISPR technology and bioethics for high school students helped us refine our understanding and sharpen our ability to present information clearly and responsibly. Hearing students engage passionately with the ethical side of gene editing reminded us of the importance of public dialogue in shaping scientific progress. Discussing career paths in STEM also reinforced the broader impact of our outreach, showing students the real-world opportunities that science can offer. The high level of engagement and thoughtful questions we received reaffirmed the importance of making science education multidimensional, inclusive, and inspiring.
Education for all
Our education plan aimed to raise awareness about synthetic biology in a way that was accessible, inclusive, and engaging for individuals from diverse backgrounds. We recognized that different groups bring unique perspectives, levels of familiarity, and learning needs, so we designed our sessions to bridge these gaps. Inclusivity in education ensures that everyone, regardless of ability or circumstance, has access to meaningful learning opportunities. Our medium of communication (visual, activities, discussions) varied with each group. Our collaboration with Anantha Academy in Bangalore provided us with the opportunity to connect with neurodivergent individuals, enriching our outreach experience. One of our most popular activities involved using clay to model the various parts of a plant, which helped students connect with the material being taught in a more hands-on and interactive manner. Our DNA fingerprinting video sparked the curiosity of young learners, catalyzing interactive discussions.
Comic Strip for Coloring
Our collaboration with the Asare Rehabilitation Centre in Manipal brought a new dimension to the way we conducted our education sessions. The faculty taught us the importance of catering to the needs of each student, since every student comprehends the content at a different pace. As our primary activity, we asked the students to color a comic strip that presented our project in a simplified manner.
Our biggest takeaway from these sessions was that effective education requires adaptability. Customizing content and methods to suit diverse learning needs is essential and ensures deeper understanding and meaningful engagement.
Education Tools
Throughout educational materials, various forms of complex scientific information can be simplified and made interesting to potential learners of different ages. Our team has put together a variety of materials for different comprehension levels. In modern biotechnology, a DNA fingerprint can be used for practical and educational purposes. This guidance was pivotal in the development of our educational video on DNA fingerprinting. BioBattle reflects our team’s belief that science is most memorable when learners can engage with it directly, experiment with concepts, and link abstract ideas to real-life experiences. It turns concepts like genetic engineering strategies, synthetic biology elements, scientific names, and BSL levels into interactive gameplay. This approach encourages learners to think, plan, and experiment with scientific ideas. We hope all of these educational resources ignite learners’ curiosity and understanding, as well as motivate them to innovate.
DNA Fingerprinting Video
BioBattle
Conclusion
Our team approached education not as a one-way transfer of knowledge but as an exchange. These moments reminded us why we chose science in the first place: to make a difference, bring people together, and dream of a better world. Education gave us the chance to do just that, and in the process, it gave our project a soul. This is why we believe our team embodies the spirit of what iGEM aims to achieve through education. We did not just educate; we connected, inspired, and built bridges that will last far beyond the competition. We engaged each audience to make science feel real, interesting, and easy to understand. Instead of just explaining technical concepts, we inspired curiosity, practical exploration, and critical thinking. This approach enabled learners to experience the thrill of discovery firsthand. Our activities were interactive and flexible, creating genuine moments where questions, creativity, and experimentation could thrive. By focusing on clarity, openness, and enthusiasm, we created educational experiences that were both memorable and impactful. Participants left with a genuine connection to science and the joy of learning, just as our team did.