Education is not the filling of a pail, but the lighting of a fire.

— William Butler Yeats

Abstract

Our team is committed to advancing inclusive participation in synthetic biology through the creation of a rigorous, data‑driven framework for science communication formats. By conducting comprehensive, demographically‑stratified public questionnaires and systematically analyzing how different age groups engage with diverse formats of science communication, we generated robust evidence‑based recommendations for outreach strategies applicable across the iGEM community and beyond. These insights guided the development of a multi‑tiered education program intentionally designed to establish genuine two‑way dialogue and mutual learning with audiences spanning young children, adolescents, higher‑education students, working professionals, and middle‑aged to elderly participants. Across all initiatives, we directly interacted with over 600 individuals in structured, interactive settings, fostering measurable growth in scientific literacy, curiosity, and willingness to contribute to the synthetic biology discourse.

In parallel, we created and openly released a suite of tangible, fully‑documented communication tools — including curriculum‑integrated lesson plans, structured debate formats, interactive digital and card‑based games, laboratory‑visit protocols, and a multi‑institutional myth‑busting handbook — along with implementation guides that enable other teams, educators, and community groups to replicate, adapt, and extend our approaches. All resources were iteratively refined through continuous qualitative and quantitative feedback in our project, ensuring they remain accessible, impactful, and culturally adaptable. Collectively, our education not only expands public understanding of synthetic biology but empowers new communities to actively shape, contribute to, and ethically participate in the future of the field.

Introduction

Through systematic analysis of previous iGEM projects and broader science communication literature, we have identified a persistent challenge: synthetic biology education efforts often employ uniform approaches across diverse audiences, failing to account for fundamental differences in cognitive capacity, learning preferences, and knowledge integration patterns.

This stratification in public awareness and understanding of synthetic biology reflects well-established principles in developmental psychology—young children in kindergarten and individuals with higher education naturally exhibit significant differences in their comprehension of complex scientific concepts. This phenomenon aligns with Jean Piaget’s theory of cognitive development and John Sweller’s cognitive load theory (CLT), which posits that learners progress through distinct developmental stages, each characterized by specific reasoning capabilities and information processing mechanisms.

However, recognizing this stratification is merely the starting point; the critical challenge lies in translating these cognitive differences into actionable educational strategies:

How can we design evidence-based educational interventions that align with the developmental characteristics and learning preferences of different demographic groups, thereby establishing meaningful dialogue and mutual learning between synthetic biology and diverse communities ? Maximizing the true impact of our SynBio science popularization efforts?

To address this research question through a systematic, empirical approach, we developed a theoretical framework grounded in CLT and theory of cognitive development. We hypothesized that effective science communication requires matching educational formats to audience-specific cognitive profiles. Accordingly, we stratified our target social demographics into four developmentally-distinct age-based categories:

①Juvenile(ages 3-11) ②Adolescent(ages 12-25) ③Youth(ages 26-40) ④Middle-aged and senior people(ages 41+)

You can click the icons below to navigate to their respective sections.

Juvenile

Adolescents

Youth

Middle-aged and senior people

It is essential to clarify that this age-based classification framework is methodologically grounded rather than normative or evaluative. This stratification derives from established principles in developmental and educational psychology, specifically designed to address the practical requirements of effective synthetic biology education. The central objective is to develop targeted pedagogical approaches that align with each group's cognitive characteristics and learning preferences, thereby optimizing the effectiveness and reach of synthetic biology literacy initiatives.

Based on this developmental framework, we formulated our central hypothesis: distinct age-demographic groups exhibit systematically different preferences for educational formats and communication modalities.

To empirically test this hypothesis, we designed a structured questionnaire instrument incorporating validated scales for measuring educational format preferences. The collected data serves dual purposes: validating our theoretical framework and providing evidence-based guidance for designing and refining subsequent educational interventions, thereby establishing a systematic approach to audience-responsive science communication.

Accessing the preferences for educational formats

To systematically evaluate audience preferences for science communication approaches, we distilled three core dimensions established practices in the field of scientific communication and transformed them into three pairs of comparative assessment indicators:

Ⅰ. Interactive -- Input-driven: This pair examines the spectrum between active engagement (“sense of participation”) and passive consumption (“receptive mode”) in knowledge transfer.

Ⅱ. Concise -- Complex: This dimension assesses the balance between “accessibility” (ease of understanding) and “depth level” of content presentation.

Ⅲ. Text-focused -- Image-focused: This dimension differentiates between “textual interpretation” and “visual presentation” as primary information carriers.

By leveraging these three dimensional pairs of indicators enable targeted analysis of how groups at different knowledge levels prefer to receive educational content. Specifically, by comparing the patterns across demographic segments for each dimension, we generate empirical data that informs the selection and design of appropriate science communication strategies for synthetic biology.

To clearly present the classification logic of the basic forms of popular science communication, we begin from the core dimensions of popular science communication, and match specific basic forms and their characteristics on the orthogonal axis, making the classification more practical and instructive.

As shown in the following figure:

Figure 1. Three-dimensional distribution

To obtain empirical data meeting established standards of reliability and validity, and to meet rigorous requirements for data quality stipulated by the research, we designed the structured questionnaire that systematically operationalizes our research objectives and variable dimensions.

Survey data analysis

We conducted a comprehensive three-month-long survey that covered nearly all regions across mainland China, thereby minimizing the impact of regional differences on the survey results.

Through a dual-channel distribution strategy combining online survey platforms and offline cooperative institutions, we collected 923 questionnaires Following rigorous data quality control procedures, including logical consistency checks and validity screening, we finally obtained 807 valid questionnaires. This substantial sample size, combined with its geographic and demographic diversity, provides a robust empirical foundation for our statistical analyses.

To establish measurement reliability, we calculated Cronbach's Alpha coefficient, a widely accepted metric in social science research. The resulting coefficient of 0.802 indicates good internal consistency, confirming that our instrument reliably measures the intended constructs. For validity assessment, we conducted both content validity and construct validity tests. Results demonstrated strong alignment between observed patterns and our theoretical framework, with questionnaire outcomes substantially confirming our preset expectations.

Grounded in cognitive development theory and informed by preliminary pilot studies, we formulated our central hypothesis: “The general public can be segmented into four age-based educational groups—school-age children, adolescents, young adults, and middle-aged/elderly adults—each exhibiting distinct preferences for educational format characteristics.”

To empirically test this hypothesis, we performed Pearson correlation analysis examining relationships between respondents' age groups and the three preference dimensions. Statistical significance was evaluated using p-value testing. The analysis revealed significant positive correlations across all three dimensions (p < 0.05), thereby validating our hypothesis and establishing the empirical foundation for developing age-targeted science communication strategies.

Figure 2. Survey questionnaire data & Reliability result

Figure 3. Three-dimensional correlation analysis

To delve deeper into the specific relationships between different age demographics and their preferences regarding science popularization formats, the research team matched, categorized, and consolidated each age-stratified subgroup with the three aforementioned evaluation dimensions for science popularization formats.

During the questionnaire survey phase, we employed a matrix scale to quantitatively assess preferences for the three communication format types. The scale follows a specific scoring protocol: A lower score indicates a greater preference among respondents for the preceding attribute within each respective dimension; conversely, a higher score signifies a stronger inclination toward the subsequent attribute in each dimension. Detailed survey findings are presented in the figure below.

For young children, because of limitations related to their physical and cognitive development stages, they not only have relatively limited access to information, but also lack sufficient literacy skills to complete questionnaires independently. Consequently, conducting direct questionnaires targeting this group faces practical barriers.

To address this methodological challenge, we adjusted our research approach and interviewed multiple early childhood educators and lower primary school teachers. Drawing on the frontline practical experience these teachers have gained through long-term engagement with young children, we identified both the group’s preferences for science education and suitable formats for delivering such education.

The data were integrated based on the preset survey intervals: 12-25 years old represents the adolescence period, 26-40 represents the youth period, and >41 Complexity represents the middle-aged and elderly period. According to statistical analysis, let the proportion of the i age group be p_i, and the score of the j parameter in the i age group be s_ij. Then for the score S_ij of the j parameter in a certain survey interval, we have:

1. 12-25 adolescent

2. 26-40 youth

3. >41 Middle-aged and senior people

The data results for these three intervals are shown in the following figure:

Figure 4. Age group and parameter score

Middle-aged and Senior People

For the middle-aged and elderly group, individuals often face a gradual decline in cognitive processing speed and memory function. Their approach to knowledge acquisition leans strongly toward practicality, with a clear preference for social interaction-driven learning methods—such as offline discussions, group-based hands-on sessions, or peer exchanges. When engaging with textual content, they rely on image support to alleviate cognitive burden, as this reduces the effort required to comprehend information. In terms of content acceptance, simplicity is key: they tend to avoid multi-step processes and overly technical jargon, and instead require knowledge to be presented in a streamlined, step-by-step format that minimizes mental strain.

Data analysis reveals that among the three key dimensions:

1. Interactive/Input-driven scores 2.3438 points—a finding that underscores their pressing demand for "socialized learning interactions."

2. Concise/Complex dimension follows with a score of 2.4789 points, further confirming their prominent preference for straightforward, easy-to-follow content.

3. Text-focused/Image-focused dimension scores 2.6558 points, which reflects their unique learning habit of "taking text as the core, with images as supplementary aids."

This low score on the Interactive/Input-driven dimension highlights their deep reliance on “interactive learning”: interaction is not merely a practical learning tool but also an emotional necessity. They have minimal tolerance for purely passive learning modes—such as reading textbooks in isolation or sitting through lengthy lectures—and depend on social engagement to sustain their motivation to learn.

In the Concise/Complex dimension, the data shows this group has the lowest tolerance for complex content. They resist materials that involve intricate multi-step reasoning or an overload of professional terminology, and instead seek concise, non-redundant content—such as distilled core knowledge points or step-by-step instructional guides. This preference is rooted in a desire to avoid unnecessary cognitive strain and focus on actionable takeaways.

As for the Text-focused/Image-focused dimension, it reflects a clear tendency of “using text as the foundation, with images to lower comprehension barriers”. While the group is accustomed to text-centric learning formats—including physical books, written strategy guides, or printed handouts—they require supplementary visuals to simplify the understanding of textual information. Purely visual formats—like textless short videos—often leave them feeling that information is incomplete, as these lack the structured context needed to meet their learning objectives.

Want to see how other age groups learn? Check out the Youth and Adolescent sections for comparison.

Youth

For the young adult group, individuals typically possess mature cognitive abilities and sufficient knowledge reserves. They tend to learn through an approach that prioritizes independent input while using interaction as a supplement—such as engaging with academic literature, long-form video courses, or self-directed online materials. When processing textual content, they rely on images to convey more information, as this helps simplify complex knowledge and streamline comprehension. In terms of content acceptance, they lean toward material of moderate complexity: they can readily engage with professional terminology and multi-step reasoning, viewing these elements as essential to ensuring the completeness of knowledge.

Data indicates that the Text/Image Dimension scores 2.7660 points, reflecting a notable demand for "images that carry professional information." The Concise - Complex Dimension scores 2.4827 points, signifying a relatively high tolerance for complex content. Meanwhile, the Interaction/Input Dimension scores 2.1974 points, demonstrating a tendency to prioritize independent input over interaction.

Notably, among the three dimensions, the Text/Image Dimension of this group is significantly higher than the others—highlighting their reliance on Using images to simplify complex information. While text remains the core of their learning, they require support from professional diagrams, data charts, or visual aids: these visuals replace redundant text, convey specialized details, and ultimately enhance the efficiency of information absorption.

In the Concise -- Complex part, the data shows the group has strong tolerance for complex content. They are comfortable engaging with professional terminology and in-depth principles, and they reject information distortion caused by excessive simplification—instead viewing complex content as a reflection of knowledge depth.

As for the Interaction/Input part, it embodies the tendency to "prioritize independent exploration over interaction". Young adults have a greater need for learning resources that allow them to control the pace independently. Interaction serves only as a supplement, rather than a core learning method that relies on guidance from others.

Interested in how other age groups approach learning? Explore the Middle-aged and Adolescent sections.

Adolescent

For adolescents, cognitive capacities are in a phase of steady growth, and their knowledge base is in the early stages of accumulation. They tend to adopt a blended learning approach that combines interaction with independent input—such as participating in group discussions, engaging in thematic reading, or conducting topic-focused self-study. When processing textual content, they rely on image supplements to bolster knowledge retention, as visual aids help solidify the information they absorb and make abstract concepts more tangible. In terms of content acceptance, their preference leans toward "moderate simplicity": they require both condensed core knowledge points for quick grasp and logical reasoning of moderate difficulty to deepen their cognitive understanding, striking a balance between accessibility and depth.

Data analysis reveals three key insights: the Text/Image Dimension scores the highest to 3.1008 points, underscoring a notably clear demand for "images that reinforce text-based memory"; the Interaction/Input Dimension scores 2.7460 points—a figure that hovers near the midpoint, reflecting a need to balance interactive engagement with independent learning; and the Simplicity/Complexity Dimension scores 2.5062 points, signaling a heightened tolerance for content of moderate complexity compared to younger age groups.

What stands out is that the Interaction/Input and Simplicity/Complexity scores cluster around the 2.5–2.8 range, while the Text/Image score is notably higher (3.1008), highlighting adolescents’ particular reliance on visual supports for memory and comprehension. While text remains the core of their learning, they depend on visual aids—such as mind maps, knowledge point illustrations, or concept diagrams—to transform textual information into visual form. This not only simplifies abstract ideas but also significantly boosts the efficiency of knowledge retention.

In the Simplicity/Complexity Dimension, the data highlights that adolescents' tolerance for complexity surpasses that of school-age children. They can comfortably engage with logical reasoning involving a moderate number of steps, but reject content that is either excessively complex or oversimplified. For them, ideal content must strike a balance between knowledge integrity and ease of comprehension.

As for the Interaction/Input Dimension, it captures a clear tendency to “balance interaction and independent input”. Adolescents crave both interactive modalities—such as group discussions, project-based collaboration, or peer knowledge-sharing—and unstructured space for independent learning, such as solo reading or self-directed thinking. A one-sided approach—whether pure interaction devoid of independent reflection, or passive input lacking peer engagement—fails to meet their holistic learning needs.

Curious about learning preferences in other age groups? Check out the Middle-aged and Youth sections.

Cross-Tabulation Analysis

Based on the above parameter distribution and the questionnaire data, it is necessary to first construct a scientific communication form based on the parameter distribution, and then match the constructed communication form with the preferences of different age groups by combining it with the questionnaire data.

First, using the three one dimensional parameters as axes, we reorganized common scientific communication formats and positioned them in a three dimensional space according to their measured parameter values.

3D Distribution map

Scroll to zoom

Figure 5. 3D distribution map

In this 3D representation, each age group’s scores define a central point; around that point we draw a sphere with a radius equal to one quarter of the total axis length. The educational formats that fall within this sphere are interpreted as the preferred methods for that age group.

Figure 6. 3D cross-analysis schematic diagram

Note: Selecting one quarter of the total axis length as the sphere radius is intended to cover a reasonable range of plausible educational forms and to improve the robustness of the mapping model.

The figure below presents the most suitable forms of science communication for each age group:

Figure 7. Cross-tabulation chart

Project

Juvenile

Why do we reach out them?

During this stage, the target learners mainly consist of young children and students in the lower grades of junior high school. Their perception of the world is still nascent: their knowledge system is incomplete, abstract logical thinking develops gradually, and they mostly understand complex matters through intuition. Yet this "state of unknowing" is exactly what fuels their intense curiosity about the world—one they show by asking questions, observing closely, or trying things themselves. They'll squat to watch ants carry food for half an hour, or ask, "Is it sick?" at yellowing leaves.

This eagerness to explore is like a cell’s mitochondria, constantly powering their “thirst to know”. Most notably, their cognition mirrors undifferentiated stem cells: there is no fixed “knowledge form” but great plasticity—under appropriate guidance they can develop in many directions.

From their perspective, what kind of education do they need?

Based on prior research into cognitive development laws, learning behaviors, and communication effectiveness, this group of learners is ill-suited for complex, abstract information. Instead, they need communication that is simplified yet highly interactive. “Simplification” here does not imply dumbing down content; it means decomposing information into concrete, comprehensible components using everyday examples and plain language rather than jargon, so that children can follow logically. “High interactivity” transforms one‑way information delivery into a participatory experience through frequent feedback and encouragement, which both harnesses their innate curiosity and deepens understanding. Ultimately, it makes communication more effective and better suited to their growth needs.

What kind of education can we provide?

Figure 8. Cross-tabulation chart

Preschool Handicraft Workshop

In July 2025, we conducted a series of preschool experimental workshops, with over 50 kids joining our biology sessions.

We provided a clear, vivid introduction to cells and their genetic material - DNA. Starting with cell basics, we used realistic cell models and guided them to view prepared cell slides—showing cells' real structure and look. By the end, they were able to distinguish "animal cells" from "plant cells".

Building on these observations, we invited them to use clay to construct the cell models they had seen. As they kneaded, pinched, and arranged the clay, questions such as “What’s inside a cell?” or “How should I shape this?” naturally arose, and core concepts like the presence of a nucleus and cytoplasm were reinforced through tactile practice. Abstract cellular concepts thus became concrete creations, and learning turned into a playful creative exercise.

After exploring cells, we used simple questions like "Do you look like Mom and Dad?" to guide them toward genetics. Then we moved to hands-on experiments:

First was a DNA crude extraction, using familiar everyday items—bananas, peaches, household detergent, salt. Following the teacher, they mashed the fruit, stirred in the solution, then gently lifted the white fluffy strands from the liquid with a straw. "So this is DNA!" they saw. Their wonder made "DNA is real life material" sink deeper than any explanation.

The second activity was clay DNA models. We laid out colorful clay; the kids first kneaded different colors into small balls. Following simple "base pairing" rules, they strung the balls into chains with thin clay strips, then twisted them into a spiral. No rote memorization of "double helix"—their hands taught them: DNA is "like a twisted pretzel", and they internalized how components pair.

Three-dimensional Modeling Visualization

What did we gain from this?

There is an ancient Chinese adage: "Teaching and learning mutually enhance each other." Education, after all, is never a one-way process of knowledge dissemination; in guiding others, we too have much to learn from our students.

When teaching young children, they often pose the most charming questions—like "Is my DNA the same as Mom and Dad's?" or "Is the DNA we just talked about inside this round ball?" While their wording may not be scientifically precise, they are truly engaged in deep thinking. In their curiosity, you can see the spark of scientific inquiry; it even makes you wonder: Could it be that the scientists who uncovered these structures so many years ago asked exactly the same questions? This is humanity's unique way of passing the torch of knowledge.

As for this project, the children's cell models and DNA models have been featured in the "Science Exhibition" section. Simply go and visit Art Gallery to take a look at their wonderful creations!

Demonstration Lesson Plan

Since young children primarily receive education at institutions like kindergartens and early education centers—spending far more time there than on independent home reading—relying exclusively on a single picture book for biology outreach cannot deliver sustained, systematic learning. To address this, we concentrated on institutional teaching scenarios and developed a comprehensive set of supporting lesson plans. Drawing on children’s cognitive patterns and biology simplification logic from past teaching, we integrated and refined fragmented teaching ideas into a full lesson plan system—including objectives, process design, interactive sessions, and knowledge extension. The package is designed for direct adoption by institutions across regions, minimizing the need for local curriculum development.

To mitigate regional educational disparities, we explicitly considered constrained material resources in some areas. In designing the lesson plans we followed the principles of using commonplace, non toxic materials—items such as fruits, vegetables, and paper towels—while avoiding scarce or hazardous supplies, thereby ensuring that institutions with limited resources can implement the lessons reliably. The lesson plan has been pilot tested in multiple early childhood institutions across three provinces; teacher feedback indicates high practicability, children responded enthusiastically to the hands on activities, and the plan has preliminarily achieved its intended educational objectives.

Explore other educational approaches we offer: Picture Books, Lesson Plans, Lab Tours, Demonstration Plans, and Science Mall activities.

Picture book

Through our daily interactions with young children, we observed a persistent gap in early‑childhood science communication: most commercially available picture books either prioritize engaging stories or exploring simple everyday phenomena, but few present systematically organized biological concepts that help children understand the living world and themselves. This content void has made us keenly aware of both our responsibility and the opportunity to fill this gap in early childhood scientific enlightenment.

Recognizing both the need and the opportunity, we partnered with the professional design team at the Central Academy of Fine Arts (CAFA) and the authoritative research group at Jilin University to co‑create a picture book on gene editing specifically tailored to young audiences. Dispelling the inaccessibility of traditional science popularization, this book employs child-friendly language and vibrant illustrations that resonate with young minds—guiding children to actively unlock the secrets of genes and gently step into the fascinating world of synthetic biology. In essence, it sows the seeds of hope for the popularization of this cutting-edge discipline, helping the tender shoots of synthetic biology take root and grow.

Currently, the picture book's creation has reached a key milestone: the full manuscript was finalized on October 8. According to our plan, we will complete the full printing process ahead of the upcoming jamboree, ensuring the book reaches the public promptly. Moving forward, we will further push forward efforts to publish and distribute the picture book, enabling more young children to embark on an illuminating journey of exploring life sciences through this unique volume.

Discover more educational formats: Hands-on Workshops, Lesson Plans, Lab Tours, Demonstration Plans, and Science Mall activities.

Popular Science fair

We co‑organized a science popularization exposition with Central South University and Hunan University, attracting a diverse audience who actively participated in the interactive sessions. It is estimated that over 500 people attended the in‑person event.

During the event, we presented models of bacteria and viruses to young children and teenagers, which allowed participants to observe these microorganisms up close, and demonstrated how to construct the double‑helix structure of DNA, inviting participants to assemble their own models, step by step.

We also explained the basic principles of genetic circuits and the practical applications of fluorescent proteins, and supported these explanations with concrete case studies and visual demonstrations, making complex concepts more accessible.

Additionally, we conducted a hands on DNA extraction experiment using non hazardous, household materials, allowing participants to directly observe the DNA extracted from common sources (e.g., fruit) and thereby turning abstract scientific knowledge into practical experience.

What did we gain from this?

After refining our approach over the first two science outreach events, we had gathered quite a few insights into engaging with children. We knew that using colorful cell models to explain cellular structures would grab their attention, and we had learned to speak more deliberately when guiding experiments. We expected these adjustments to smooth interactions, but the moment we stepped into the children's activity area we found their minds brimming with boundless, whimsical ideas. They frequently departed from our predefined scripts, introducing surprises we had not anticipated, and in this back‑and‑forth the insights the children derived were far richer than we had anticipated.

As the activity drew to a close, we distributed colorful sticky notes and invited everyone to write down what they had discovered. The tiny sheets were soon filled: some children carefully noted the structure of the cell model they’d learned that day; others used innocent yet earnest handwriting to jot down thoughts on the event. In those words and doodles there was more than just recall of biological facts—there was also their fledgling understanding of life, quietly tucked between the lines.

It was then that we realized: the insights we had collected beforehand were the key to guiding children into the world of science, but their whimsical thoughts were the magic that brought science to life. Those sticky notes, packed with little revelations, weren't just testaments to how knowledge had been shared—they were like tiny diaries capturing the children's early dialogues with life. They turned this science outreach event into something more than lively interaction; they gave it the gentle weight of growth.

Simply go and visit Art Gallery to take a look at their striky notes!

Discover our full range of educational programs: Workshops, Picture Books, Lesson Plans, Lab Tours, and Demonstration Plans.

Adolescent

Why do we reach out them?

The educational recipients for this phase include upper‑grade junior‑high students, senior‑high students, and members of the public without higher education. This cohort is not only demographically significant, but also constitutes a core social force with the cognitive capacity to participate in public discourse—their understanding of synthetic biology substantially influences society’s overall perception of this emergent field, and their attitudes will help determine its social acceptance and development environment.

In practice, gaining their understanding and recognition is more than just a routine knowledge‑transfer task; it is a crucial step for transitioning synthetic biology from laboratory practice to societal application and integration. Only when a broad segment of the population can grasp the field’s basic values and limitations can synthetic biology move beyond a “niche” research topic and secure wider social support and room for responsible development

Therefore, providing tailored synthetic‑biology education to this group is both strategically important and of lasting significance. It serves not only as a bridge to narrow the gap between “cutting-edge technology” and public understanding, but also as a vital cornerstone for facilitating the healthy integration of synthetic biology into social development.

From their perspective, what kind of education do they need?

Building on earlier stages of systematic science education, this group has developed a fairly in-depth understanding of the scientific field, and their logical thinking skills have advanced steadily alongside this—they can understand foundational ideas and are capable of engaging with more advanced theoretical content.

Furthermore, Our preliminary targeted research has revealed a clear demand among this group for “lightweight interaction” i n how they acquire knowledge: they want to deepen their understanding of knowledge through highly interactive formats—if only to avoid the monotony of purely theoretical learning—while also preferring to steer clear of complex, time-consuming barriers to participation. Such formats better align with their fragmented learning rhythms and diverse life scenarios. This articulated demand for an efficient, engaging, and low‑burden educational model has guided our design principles for adolescent‑targeted synthetic‑biology outreach.

What kind of education can we provide?

Figure 9. Cross-tabulation chart 1

Science outreach

We organized a public lecture titled “Why Does Synthetic Biology Matter to You?” designed to stimulate interest by showcasing compelling iGEM projects from previous years and by framing synthetic biology in terms relevant to students’ lives. The first lecture was held at No.1 High School of Zhucheng. After the event, we collected student feedback through message boards and face-to-face interviews.

In response to that feedback we revised the lecture format and content: we removed obscure technical jargon and strengthened explicit links between the lecture material and topics found in high school biology textbooks.

What did we gain from this?

In in-depth conversations with senior high school students, they showed particularly strong interest in our iGEM project, students not only participated in extended, thoughtful discussions about experimental design and real‑world applications of synthetic biology, but also left candid feedback notes after the sessions.

These notes had no rigid wording, only genuine reflections from a youthful perspective: some shared new insights into a specific experimental step of the project, while others jotted down fresh thoughts on “how synthetic biology solves real-world problems”.

Between the lines, these responses indicate that students’ perceptions had shifted from viewing synthetic biology as an abstract “cutting‑edge” concept to recognizing its tangible logic and societal relevance; their attitudes evolved from curious observation to proactive interest and willingness to explore further.

To experience this vivid thinking and growth firsthand, click the link below to browse these lively feedback notes and witness their small but meaningful gains on their synthetic biology exploration journey.

Please simply go and visit Art Gallery to take a look at their feedback!

Explore other educational approaches we offer: Debate Competitions, Sustainable Handbooks, Bio-Bounce Games, and Card Games.

Debate

Senior high school students are at a critical stage of value formation and require practical avenues for reflecting on complex issues at the intersection of science and ethics. We organized a debate themed "Is Gene Editing Beneficial to Humanity?" because we believe debate competitions can effectively deepen their ethical reflection on synthetic biology.

During the debate, debaters from both sides engaged in intense exchanges around core issues such as technological boundaries, risk balance, and social equity: the pro side argued for the technology’s value from the perspectives of genetic disease treatment and disease prevention, while the con side raised warnings about ethical controversies and potential risks. Amid the back-and-forth, both sides cited case studies and presented clear arguments, demonstrating solid critical thinking and showing how scientific knowledge can be integrated with real‑world concerns.

More importantly, as the students constructed arguments and responded to counterpoints, they moved beyond simple “right or wrong” binary judgments. Instead, they adopted a dialectical view of synthetic biology’s value and boundaries, gradually forming a scientific worldview that respects empirical evidence and recognizes ethical constraints.

What did we gain from this?

Though senior high students’ knowledge of synthetic biology remains limited, their performance exceeded our expectations. Their arguments were notably original—while some expressions carried inevitable vagueness due to their limited expertise, this thinking, unshackled by disciplinary frameworks, broke free from established perceptions and radiated a vibrant, youth-specific perspective.

What impressed us most was their acute sense of technical ethics, their initial explorations of “how science shapes the world”, and the embryonic worldview taking clearer form through their reasoning. None of this stemmed from profound professional knowledge, but from a simple, sincere concern for life and its essence. It also let us truly grasp: synthetic biology has never been an isolated "high-end, cutting-edge field" confined to labs. Born from humanity’s desire to explore life’s laws, it will ultimately return to public understanding and integrate into social progress—that is precisely the profound meaning of "from the people, to the people".

Sustainable development handbook

During our interactions with senior high school students, they paid special attention to one issue: sustainable development. From their perspective, the basic theories of synthetic biology may be obscure and hard to understand, but instead, they view this discipline from the standpoint of a member of society—and this has been highly illuminating for us. So we collaborated with the Beijing Institute of Technology iGEM team to produce a handbook on synthetic biology and sustainable development. The handbook presents synthetic biology solutions and past experiences addressing various global challenges. Unlike the previous two handbooks, this one targets a broader audience from all sectors of society, aiming to encourage cross-disciplinary collaboration and engage more people in the advancement of synthetic biology.

Discover more educational formats: Science Outreach, Sustainable Handbooks, Bio-Bounce Games, and Card Games.

Bio-Bounce mobile game

To meet the "lightweight interactive" learning needs of learners at this stage, we jointly developed a synthetic biology-themed popular science mobile game with Fudan University and the University of Science and Technology of China (USTC).

In the game, players step into the role of a gene for a level-clearing journey: along the way, they encounter various resistance gene modules from synthetic biology—only by actively acquiring the corresponding resistance genes can they break through the constraints of specific scenarios. They also face challenges from gene editing modules, needing to skillfully evade or tackle them to keep the gene intact. The game's core goal is simple: reach the finish line as an intact gene to succeed.

Figure 10. Bio-Bounce mobile game

This design translates abstract gene modules and resistance mechanisms into concrete in‑game actions, enabling players to intuitively grasp foundational synthetic‑biology concepts through playful interaction and thereby lowering the barrier to theoretical learning. To data, Incomplete statistics show more than 600 people have played it so far, leaving many constructive comments in the feedback section.

Please scan the code and join in our mobile game!

Figure 11. Bio-Bounce mobile game QR code

Explore our diverse educational offerings: Science Outreach, Debate Competitions, Sustainable Handbooks, and Card Games.

Card game

In parallel with the mobile game, we produced a synthetic‑biology popular‑science card game that is independent of electronic devices and venues, making it suitable for short breaks between classes, extracurricular activities, or family gatherings. it's ready to play anytime, perfectly fitting fragmented moments in daily life.

The gameplay centers on "building a valid gene sequence": players must pair the right codons through card combinations to gradually construct a biologically sound gene chain. This process not only tests their grasp of foundational synthetic biology concepts, but also hones their familiarity with codon pairing rules through interaction—turning knowledge review into a fun, engaging experience.The design and production of this science popularization card set are fully finalized as follows

Figure 12. Card game

Discover our comprehensive educational programs: Science Outreach, Debate Competitions, Sustainable Handbooks, and Bio-Bounce Games.

Lab tour

Students at this age exhibit substantially greater cognitive capacity than younger children, enabling them to understand more logically structured content; however, many have not yet encountered systematic biology curricula and therefore lack an integrated conceptual framework for the life sciences, particularly for frontier areas such as synthetic biology.

Targeting this cognitive characteristic and knowledge gap, we designed a laboratory visit activity focused on "immersive experience." Aimed at seizing the critical stage of their cognitive development, this activity builds a bridge for them to access real biological research scenarios. By guiding students to observe experimental equipment up close, learn about basic experimental procedures, and listen to researchers' accessible explanations, we help them open the door to biological knowledge through personal experience. This not only allows them to intuitively grasp the basic concepts of synthetic biology, but also stimulates their interest in exploring the field of life sciences—planting a seed of interest for their subsequent systematic study of biology in junior middle school.

We hosted a workshop at the NUDT iGEM molecular laboratory where a group of high school students visited. During the session we presented our project theme, “Signal Controlled Protein Secretion in Mammalian Cells”, and described the complete laboratory protocol for plasmid construction to deepen their conceptual understanding. The program also implemented the previously outlined teaching plan and included a supervised experiment involving inoculation with colored, non pathogenic bacterial strains. All hands on activities were conducted under appropriate biosafety supervision with strict decontamination and waste disposal procedures.

What did we gain from this?

As part of the hands‑on component for lower‑grade junior‑middle‑school students, the bacterial‑plating artworks produced by participants have been curated in a dedicated section of our Art Gallery. These pieces ingeniously repurpose bacteria as “natural paint” and petri dishes as “creative canvases”, blending scientific technique with youthful imagination—some pieces trace silhouettes of animals and plants, while others form playful patterns using the chromatic diversity of colony phenotypes. Each design reflects the students’ curiosity and inventiveness.

If you wish to experience this "magic of science meeting art" up close,click the linkbelow to get an intimate look at the students' whimsical creations. Through these unique bacterial plating works, you'll catch a glimpse of the curiosity and passion that drive teenagers as they delve into synthetic biology.

Simply go and visit Art Gallery to take a look at their bacterial plating works!

Demonstration Lesson Plan

Consistent with our objective of stimulating high‑school students’ interest in synthetic biology, we developed a teaching module titled “Exploring Synthetic Biology: Creating Life‑Like Building Blocks”. The module introduces core concepts and uses colored cardstock to simulate biobricks, giving students hands‑on practice constructing simple genetic circuits. This lesson set has been piloted in one school. Going forward, we will continue to monitor implementation and gradually expand its use so that more students can access introductory synthetic‑biology education.

What did we gain from this?

In the hands on segment for lower grade junior middle school students, the gene circuit models constructed on paper capture students’ first impressions of synthetic biology—unburdened by complex theory and animated by raw curiosity and creativity.

To observe these student creations and better understand how young learners reinterpret scientific concepts through craft, please follow the link to the Art Gallery.

Discover our comprehensive educational programs: Science Outreach, Debate Competitions, Sustainable Handbooks, and Bio-Bounce Games.

Youth

Why do we reach out them?

The target audience for education at this stage focuses on socially engaged individuals with higher education — many of whom have developed deep professional expertise over years and possess cross‑disciplinary perspectives. This multidisciplinary professional foundation is precisely one of the core drivers that synthetic biology requires for healthy development.

As a creativity‑led, cutting‑edge discipline that depends heavily on interdisciplinary collaboration, breakthroughs in synthetic biology are never confined to a single biological domain: from engineering optimization of gene‑editing technologies, to industrial design of synthetic‑biology products, to ethical and risk assessment for applications — every link demands contributions from professionals across fields. A single disciplinary lens cannot cover the full chain of needs from laboratory R&D to real‑world implementation.

Thus, helping this group gain in-depth understanding of synthetic biology is far more than simple knowledge popularization. It not only injects high-quality resources from medicine, engineering, and humanities into synthetic biology, but also sparks innovative ideas through cross-field thinking, breaks down disciplinary barriers, and makes tech R&D more aligned with real needs and more socially valuable. This process of "engaging professionals in building the synthetic biology ecosystem" is exactly the key to ensuring the discipline's sound, sustainable development.

From their perspective, what kind of education do they need?

Having received systematic higher education, this group not only possesses a solid foundation in scientific knowledge but also has developed the capacity for independent, in‑depth reasoning: when encountering knowledge from adjacent fields, they actively construct logical frameworks and probe underlying principles rather than accepting surface‑level descriptions.

Compared with traditional science popularization audiences—including young children, middle and high school students, and some members of the general public — this group demonstrates distinctly different learning preferences. They are no longer content with fragmented, lightweight knowledge intake; instead, they favor a learning model centered on “systematic, structured information input”. Their core demand is to develop a substantial understanding of synthetic biology’s theoretical foundations, technical mechanisms, and application boundaries. To meet this demand, they seek comprehensive knowledge frameworks, clear logical chains, and professional analytical perspectives that enable accurate assimilation and effective application.

What kind of education can we provide?

Figure 13. Cross-tabulation chart 3

Text-illustrated in-depth long-form popular science

To meet the demand for this group's preference for “systematic, structured information input”, we prioritized the professionalism and logical rigor of popular science content, and created the long-form popular science article published in the scientific journal-“When Artificial Intelligence ‘Steps Into’ the Laboratory”. Boasting a clear logical structure, the article systematically sorts out the integrated applications of artificial intelligence in laboratory experiments.

Throughout the piece, we not only steer clear of the fragmentation caused by disjointed information, but also break down complex concepts using plain yet professional language—an approach that precisely meets this group's demand for comprehensive knowledge frameworks and in-depth logical analysis. By doing so, we provide them with a clear cognitive roadmap to gain a profound understanding of the interdisciplinary domain where AI intersects with synthetic biology.

Explore other educational approaches we offer: Dispel the Rumors Handbook.

Dispel the rumors handbook

In our actual communication and interactions with the public, we have found that some members of the public still have areas of ambiguity in their understanding of synthetic biology — some have an unclear grasp of the discipline’s core significance, while others have been misled by misinformation, resulting in cognitive misunderstandings. To address these gaps, we co developed the “Handbook on Smashing Synthetic Biology Rumours” in collaboration with more than thirty universities, including Jilin University.

Centered on dispelling cognitive biases and conveying scientifically accurate information, the handbook deliberately avoids technical jargon and instead adopts an accessible, image rich format that systematically addresses common public questions and organizes the basic logic of the discipline. By presenting explanations in bite sized, visually supported units, the handbook helps readers avoid information traps, progressively construct a coherent knowledge framework for synthetic biology, and appreciate the field’s essence and societal value.

Discover more educational formats: Text-illustrated In-depth Long-form Popular Science.

Middle-aged and senior people

Why do we reach out them?

During this phase, the primary audience for synthetic biology popularization is largely adults who hold clear family roles: parents, grandparents, and the like. They are not only active participants in social life, but more crucially, vital hubs for intergenerational knowledge sharing and transfer within families. This defining aspect of their identity means that the depth and precision of their understanding of synthetic biology extends far beyond shaping their own grasp of cutting-edge technology—it directly influences the cognitive baseline and receptive stance of the next generation, even their grandchildren, toward this field.

What matters more is that synthetic biology is a cutting-edge interdisciplinary field that merges biology, engineering, chemistry. Its concepts and real-world applications—such as synthetic vaccines and gene-edited crops—often fall outside the bounds of the public's conventional knowledge and can therefore evoke fear or skepticism. Yet this group of adults, anchored in their family roles, serves as a critical bridge linking the professional realm of synthetic biology to the next generation’s cognitive framework. When adults acquire accurate, well‑framed information through targeted popular science efforts, they both correct misunderstandings within the family and model curiosity and critical engagement rather than anxiety. In the long term, this work even nurtures potential contributors equipped with scientific literacy for future society.

For these reasons, delivering synthetic biology education to this demographic is not a peripheral activity but a strategically important intervention with both immediate and long‑term social value. It not only addresses the cognitive gap adults face regarding cutting-edge technology but also, through intergenerational knowledge transfer, builds a scientific, rational foundation for the next generation's perception of technology. What's more, it indirectly cultivates a more conducive social ecosystem for the healthy development of the synthetic biology field.

From their perspective, what kind of education do they need?

Individuals in this stage manifest distinct stage-specific characteristics in the domains of cognition and memory. When encountering new knowledge, they typically need more time to process and consolidate new information; moreover, their retention stability for dispersed information or multi-step content is relatively weak, meaning they struggle to maintain consistent memory of such material.

Simultaneously, leveraging their extensive reservoir of life experiences, these individuals are strongly pragmatically inclined. When acquiring new content, they instinctively prioritize considerations of “whether it can solve practical problems” and “whether it aligns with daily experiences”, showing lower intrinsic motivation for abstract theory or purely academic knowledge that lacks tangible relevance to their lives.

Consistent with both their inherent traits and supporting data, this group demonstrates a notable preference for “socially interactive” learning modalities. Independent reading or solitary online learning often produces fatigue due to limited feedback, whereas offline exchanges and group practical activities provide immediate interaction and reinforcement.

Their capacity to process text-only content has also weakened: long blocks of text can cause visual fatigue and comprehension anxiety. Consequently, this group benefits from integrated visual supports—images, schematics, and simplified diagrams—that translate textual information into perceivable visual logic, allowing them to access core concepts directly without prolonged decoding of dense prose.

What kind of education can we provide?

Figure 14. Cross-otabulation chart 4

Popular science shopping mall

At the popular science shopping mall, we engaged extensively with people in this age group, using carefully designed promotional brochures as a user-friendly medium—featuring clear illustrations paired with plain-language explanations. Following the content of these brochures, our team decomposed technical concepts into practical, contextually relevant answers and responded patiently to individual questions, thereby translating specialist knowledge into forms that resonated with daily life. This science outreach effort not only effectively addressed everyone's needs but also infused the warmth of science into every interaction, truly achieving the unity of both the practical effectiveness of knowledge dissemination and the expression of humanistic care.

What did we gain from this?

During the implementation of this synthetic biology popular science campaign, many members of the public left feedback regarding our project exhibitions. These comments, gathered on the event's message board, have turned into a vital window for us to gain insight into public perceptions.

From the content of the feedback, the public's overall acceptance of synthetic biology is quite high—every line brims with curiosity and recognition for this cutting-edge field, carrying a warm, infectious energy. At the same time, some feedback also focused on our promotional efforts, offering specific, highly valuable suggestions on aspects like the diversity of promotional formats and the accessibility of content explanations.

We deeply cherish these genuine voices from the public, and have conducted in-depth organization and careful reflection on each piece of advice. This has not only clarified a clear direction for optimizing our current promotional work, but also accumulated invaluable experience for advancing the cause of synthetic biology popular science with greater precision in the future.

Explore other educational approaches we offer: Scientific Communication Handbook.

Scientific communication handbook

During the science popularization fair, through communication and interactions with the public, we came to a profound realization that our original ways of communication had certain shortcomings. After reading a large number of documents and conducting questionnaire surveys, as follows:

After conducting on-site research, interviews, practice and accumulation, we have compiled a communication and interaction guidance manual for the participants of the International Genetically Engineered Machine Competition (iGEM) - this manual focuses on communication in the educational field. This manual covers most communication and interview skills, as well as the key points to note in questionnaire surveys, and we hope to contribute to the development of iGEM education.

Discover more educational formats: Popular Science Mall.

Epilogue

Effectiveness Validation

Visiting early childhood education teacher

Following our outreach activities, we conducted follow‑up visits and gathered systematic feedback from participating teachers to validate educational outcomes. Based on the subsequent feedback from teachers, the positive changes brought about by the science popularization activities are remarkably evident: Children’s engagement with the reading corner increased substantially, with more frequent voluntary browsing of popular science books and a marked rise in inquisitive questions such as “Why do leaves turn yellow?” and “How do little bugs grow up,” centering on interesting knowledge from the books or scientific phenomena they have observed in daily life. Their desire to explore and their thirst for knowledge have been significantly strengthened.

Moreover, the teaching plan we co‑created for early childhood settings has been successfully integrated into routine classroom practice. Fully taking into account the cognitive characteristics of young children, this teaching plan features vivid content and strong interactivity. It not only integrates seamlessly into the classroom rhythm but also breaks free from traditional cognitive frameworks, opening a brand-new window for children — allowing them to observe and understand the world from a more nature-connected and engaging perspective. This has truly achieved the goal of “stimulating interest in exploration through enlightenment”

Visiting high school classmates

One month after our interventions, we held structured follow‑up discussions with the high school students who participated in the activities to assess longer‑term influence. Student feedback suggests that the outreach has produced substantive, if gradual, changes in attitude and aspiration:

“The lecture stimulated our desire to explore further. I gained a deeper understanding of synthetic biology! Synthetic biology holds great significance for the future development of healthcare.”

"I realized that this high-end technology can be demonstrated in such a simple way! Looking forward to the next lecture!"

"Synthetic biology is a very promising field, maybe I will devote myself to synthetic biology in the future."

These subtle shifts, from "stimulated interest in learning" to "emerging academic career aspirations," are precisely the outcomes we most hoped to see in promoting synthetic biology popular science education. Every sincere comment has been treated as evaluative data, providing both reassurance that our activities delivered tangible value and guidance for refining future programs.

References

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[1] Yang, H., et al. (2024). Double guide RNAs for precise genome organization. Nature Methods, 21(3), 245-258.

[2] Chen, B., et al. (2023). Advanced CRISPR tools for 3D genome engineering. Cell, 186(5), 1023-1037.

[3] Zhang, Y., et al. (2023). Fusion Cas proteins for genomic manipulation. Science, 379(6634), eadd4321.

[4] Wang, H., et al. (2022). Guide RNA engineering for improved specificity. Nucleic Acids Research, 50(12), 6895-6910.

[5] Liu, J., et al. (2022). Delivery systems for genome engineering tools. Nature Biotechnology, 40(8), 1234-1245.