Teaching Genetics

Bridging the gap between schools, universities, science and the public. Wolfgang Nellen, Susanne Junk, Theresa Goebel, Sara Müller

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Science

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Public

The public: everyone who is not (yet) a scientist. The uneducated

The educated

(blind) confidence

(blind) distrust

Interest Understanding the basic concepts Knowledge based ability to critically discuss science U N I KASSEL

Teaching genetics is Teaching at schools Teaching at universities Teaching teachers Educating the public

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Kids: have a choice to become interested – or not. Pupils: have no choice, they have to pass exams. Students: have made a decision and should be motivated. Teachers: have made a decision to be motivated and to bear responsibility. layers, butchers, dentists, accountants, politicians, priests, artists, used-car-salesmen, bus drivers, popstars: have no choice, they are confronted with science applications and are prey to manipulation by media and by scientists. They may become interested to develop an own opinion ... .... but this requires support!

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Teaching

self study class room teaching outdoor teaching Science in motion

Science live truck U N I KASSEL

XLAB Göttingen

The Science Bridge approach: (mostly) local serving schools (and others) 100km around Kassel service oriented we bring the lab to the schools, not the pupils to the lab sustainable continuous contact for course preparation and evaluation financially independent financed by moderate fees, no funding required for normal courses based on students only students are payed, gather teaching experience and training in experimental science

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Schools

Students Science Bridge Univ. educators

Students Public

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Teachers

Schools

Students Science Bridge Univ. educators

Students Public

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Teachers

Added value Students

Schools

Courses at schools result in an increasing number of students. Science Bridge

Teachers

Teachers become members of Science Bridge, contribute to teaching contents and serve as mentors for students. Students

Univ. educators

Students receive additional training and share their ideas and teaching experience with university educators

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Topics and how they connect to the official curriculum molekulare Marker

PCR

Herbizidresistenz

Genetischer Fingerabdruck

PCR Nachweis transgener Pflanzen

Gelelektrophorese Vektoren

Gelelektrophorese

Vektoren Bakteriengenetik GriffithsAvery

Plasmidpräparation AntibiotikaResistenzen Restriktionsenzyme

Horizontaler Gentransfer bei Bakterien Konjugation

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Topics and how they connect to the official curriculum

Überexpression Enzymassays

Rekombinante Proteine

Michaelis Menten Kinetik

Proteinfunktion

Evolution

Bioinformatik

DNA-Sequenz Proteinstruktur

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beta-galactosidase – from gene to biotechnology product PCR (Plasmid control)

Induction of gene expression

Transformation in E. coli

Affinity purification

Plasmid

Escherichia coli

Escherichia coli Plasmid minimini-prep and restriction digest

Enzymereaction

Analysis of purification by SDS-PAGE

Bioinformatik Immobilization of enzyme

Production of lactoselactose-free milk

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Enzymekinetics (ONPG-Assay)

WesternWestern-Blot

Modules can be given as single courses (2 to 6 hours). Two or three modules can be done separately (but staying in the same story). All modules can be done in a „project week“. A single module can be done experimentally, the others theoretically. All modules come with a PowerPoint, a bench script and further background information for teachers. Experiments are set to fit into the high school curriculum. Some experiments have been adjusted to age group 14/15.

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The usual school courses are the „bread and butter“ for Science Bridge. But this is not sufficient to improve interest in science, to attract attention and to increase understanding of science. Teaching has to cover much more in order to achieve a more educated and informed society.

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The somewhat unusual public lecture. Exceptionel speakers in combination with courses and workshops make science more fun. Mark Benecke, forensic biologist at a Science Bridge science fair in 2007.

www.benecke.com

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Special interest groups 15 priests from the protestant church, for one week in the lab. Priests are important multiplyers of information and have an intrinsic interest in life science. 16.8.2000, Heide Platen, TAZ

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Special interest groups JoLabs, lab courses for journalists provide better and more correct news coverage. They facilitate the dialog with journalists.

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Special interest groups Artists, art galleries, projects at the interphase between art and science address an entirely new audience. It is an (easy) challange to spark their interest.

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Special interest groups Experiments in public spaces (shopping malls, fairs) address people who usually do not come to science events.

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... and of course continuing education for teachers. This is getting terribly formalized in Germany and requires more paperwork than experiments. For an official training and qualification course, at least four different registration numbers are necessary. However, teachers now have to regularly participate in courses. This will improve competence and hopefully result in more interaction between schools and universities.

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Teaching science, especially genetics, can be fun. There are no limits for creativity and unusual ideas. The results are worth the effort.

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Thanks to the team!

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