Science Communication

Details

• Researching the Importance of Activities
  Researching the importance of activities involves investigating and analyzing the significance and value that the activities hold, as well as why they are important. This includes examining how the activities contribute to achieving specific goals and objectives. Research should also assess their impact on goal attainment, contributions to society or organizations, the effects of the activities on students, and how they enhance learning outcomes and improve education. This process helps in designing meaningful activities that align with their intended purpose and objectives.

  In the following steps, it is important to continually check the list and reflect on the goals set here. Consider why these goals are important and what methods can be used to achieve them. It is necessary to maintain perspectives as a participant, an organizer, and a third party.

• Consideration of the audience
  The reason for doing this is to determine the most appropriate content and level of difficulty.
  By tailoring the conversation to the participants' level of understanding and interest, you can provide a more effective and enjoyable learning experience for the participants.
  
• A Method for Examining Participants' Levels of Understanding
  In Japan, the Courses of Study serve as standards and guidelines for learning content and educational activities in the educational field. The Courses of Study form the basis for the curricula of each school, with objectives set for each grade level. Therefore, we checked the proficiency level of the participants by carefully reading the Courses of Study and textbooks developed based on the Courses of Study.
  The Courses of Study were first published in their current form in 1958, and are revised approximately once every 10 years. Therefore, if the participants were students, we used the current Courses of Study as a reference to ascertain what the target age group was learning. If the participants were former students, we used the Courses of Study that were provided to elementary and junior high school students when they were in compulsory education as a reference to ascertain what they were learning, and used that as the standard for understanding. The difficulty level was set based on the assumption that the participants would enjoy the activities.

We believe that setting the level of difficulty is important for students to enjoy the activities.
If the level of difficulty is too low, students may feel bored, and if the level is too high, they may not be able to follow the conversation, and interactive conversation will not be possible.
For this reason, we have tried to keep a good balance between the use of technical terms and the addition of a few new elements that are not often covered in compulsory education, so that students can enjoy learning.

Composition of elementary and junior high school science and “Basic Biology” and “Basic Earth Science” content with “Life” and “Earth” as pillars.

Main descriptions in the Courses of Study regarding the ability to think, judge, express, etc., and the ability to learn, human nature, etc.

1. Ministry of Education, Culture, Sports, Science and Technology . (2017). [Science] Commentary on the Courses of Study for Elementary Schools (Notification in 2017).https://www.mext.go.jp/content/20211020-mxt_kyoiku02-100002607_05.pdf
2. Ministry of Education, Culture, Sports, Science and Technology . (2018). Courses of Study for Senior High Schools (Notification in 2018) Commentary.https://www.mext.go.jp/content/20211102-mxt_kyoiku02-100002620_06.pdf

↓Here are the historical versions of the Courses of Study↓
National Institute for Educational Policy Research. (n.d.). Learning guidelines and curriculum standards. Retrieved [Date], fromhttps://erid.nier.go.jp/guideline.html

What is important here is that we are not merely providing knowledge. The difficulty level is simply a baseline, and the most crucial aspect is to communicate with each participant individually and adjust the difficulty to suit them as needed.

We must balance the participants' prior knowledge with their curiosity and avoid one-sided communication.

• Consideration of Activity Types
  Consider appropriate types of activities based on the audience and the content you want to convey through the activity.

When conducting activities, it is important to carefully consider the difficulty level of the content and the method of engagement. Even if the content is complex, incorporating relatable introductions and focusing on hands-on experiences often makes it easier to understand. As science communicators engaged in science communication, it is essential for us to translate academically challenging concepts into forms that are accessible and easy for everyone to understand.

A science communicator is often likened to a skilled chef. Just as a chef must understand whether their customers prefer Western or Japanese cuisine, rich flavors or lighter dishes, and tailor their offerings to the customers’ tastes using seasonal ingredients acquired from various sources, a science communicator must also adapt their delivery to suit the audience's background knowledge.

Science communicators are expected to simplify or accurately present complex concepts in an understandable way, adjusted to the audience's existing knowledge. If the audience lacks prior knowledge, it must be provided alongside the main content. Conversely, if the audience has a foundation of knowledge, it is important to build upon it by presenting new, intriguing information that captures their interest.

This step in Consideration of Activity Types is akin to deciding the overall process of how a dish will be served to best suit the audience's preferences.

Details

Once the purpose and goals are determined, the first step is to assess the current situation by evaluating resources, time, budget, and team members' skills. Next, list all the tasks and work required to achieve the goals and allocate them appropriately.

For overall progress management, it is recommended to use Microsoft’s simple Gantt Chart tool.

Additionally, setting milestones to track progress is essential. Milestones are intermediate goals established between the start of planning and the event day. Setting multiple milestones allows for better flexibility and easier handling of any issues that may arise.

Details

• Obtain insurance to ensure the safety of the activity

It is also essential to identify evacuation routes in case of an earthquake or fire. Furthermore, creating an emergency response manual for handling injuries or sudden illness is crucial. In Japan, event insurance provides coverage for individuals injured during events and compensation for damages to property within the coverage period. To ensure both organizers and participants can engage in activities with peace of mind, it is highly recommended to obtain event insurance.

• rehearsal

There are many issues that only participants can notice. For example, when hosting an activity in a classroom that organizers frequently use, it might seem familiar and accessible to the organizers but could be challenging for newcomers to navigate. What seems obvious to the organizers might not be the same for others. Therefore, it is recommended to evaluate whether individuals unfamiliar with the area can easily reach the venue beforehand. Additionally, it is advisable to have individuals from different communities experience the entire activity to gather valuable feedback.

Details

By documenting how the activity was conducted, including recruitment methods, detailed content, and photos that convey the essence of the activity, you can effectively record the implementation process.

Details

In order to make our activities even better, we need input from the participants as well as from the event organizers. We are convinced that you will find yourself with a different perspective on an activity than you had before you did it.

Details

We believe that it is important for activities to continue.
We consider how it can be continued and what can be done in the future.

We believe it is important to publish our action guidelines and implementation model on the Wiki, document how we operated in each activity, and discuss how to ensure continuity in the future.

Summary

To help middle and high school students better understand the accessibility and technologies of synthetic biology, we organized an escape game. Participants took on the role of researchers and experienced the process from creating synthetic organisms to developing medicines through puzzle-solving.

Our implementation model

• Research the importance of activity
  In December 2019, a case of pneumonia of unknown cause was identified in Wuhan, Hubei Province, People's Republic of China, and within just a few months or so, it became a global epidemic, a pandemic. Drug research was conducted worldwide to combat the coronavirus. On February 14, 2021, Pfizer's new coronavirus vaccine (hereinafter referred to as “the vaccine”) was approved for production and marketing, and temporary vaccination based on the Immunization Law began on February 17 for healthcare workers, etc.

  Most people living today experienced a pandemic caused by coronavirus. At the time of the pandemic, the Japanese media made many announcements about the number of people infected and calls for vaccination, and did not mention much about the mechanism of vaccine development for infectious diseases. Therefore, most people were struck by the fear of a pandemic with no end in sight, wondering when a pharmaceutical product would be available and when a pandemic like the coronavirus would end.

  Unable to learn about the process from the discovery of the infection to the completion of the pharmaceutical product.

1. https://www.jstage.jst.go.jp/article/iken/32/1/32_32-71/_pdf

We provided a need for participants by creating an activity that allowed them to experience the basic mechanisms of genetic modification technology and how it is used to create and enter society.
We tried to make it easier for participants to participate by incorporating common topics that everyone has experienced into the introduction.

• Consideration of Activity Types
  In order to incorporate the sequence of events from the beginning of the coronavirus pandemic to its convergence, we decided to use an escape game format that would allow participants to learn scientific knowledge through the storyline. Our goal was to create an activity that would allow participants to learn through the progression of the story how drugs were developed and the technology used, based on past pandemics, and also to incorporate riddles to solve along with that knowledge, so that they could immediately apply the knowledge they had learned. The goal was to create an activity that would allow participants to immediately apply the knowledge they had learned.

  We believe that communication among participants will promote understanding of science. Therefore, we will try to create teams of 3-4 participants who can communicate with each other and cooperate to solve the riddles.
  Since the venue is a university, it is not possible to prepare facilities for a large-scale escape game. Therefore, we decided to develop the story using video and theater.

  • Consider the demographics of participation
    A team of 3~4 people will be involved in an activity. Participants in a team do not know each other. Therefore, we thought it would be difficult to communicate if the age range of the participants was too broad. Therefore, we set the age range of participants to middle and high school students.

There is a company in Japan that is very famous for their Real Escape Games. We took part in an escape game to experience what an escape game is like.

Flow of the story

The process from drug research to commercialization in japan

Flow of Escape Games

Our project represents the process from drug research to the progression of clinical trials within a game. The activity is divided into four main blocks. Step ③ is a 'Time Mission,' where teams that clear it within the time limit proceed to Step ④A, while teams that don't proceed to the Step ④B storyline.

The Characters and Relationship Diagram of This Story
HENTECO Company is a fictional organization to which we, the iGEMers, belong, while TOYAKU Research Institute is the fictional organization to which the participants of this activity belong. The Rival Company is a competing business in the same field attempting to steal information from HENTECO Company.

• Dr. Yukki: The main scientist who worked for HENTECO Company and mysteriously disappeared after conducting crucial research on the virus. He left behind an encrypted experiment notebook.
• HENTECO Company Members: The fictional organization to which we, the iGEMers, belong. They are guiding the participants throughout the activity.
• TOYAKU Research Institute: The fictional organization that the participants of the activity belong to. They have been tasked with decoding Dr. Yukki's experiment notebook and collaborating on virus research and treatment development.
• Rival Company: A competing company in the same industry that is trying to steal information from HENTECO Company.

The relationship between these characters:

• Dr. Yukki is central to the story as his disappearance sets off the main mission.
• HENTECO Company is where Dr. Yukki worked and is now requesting help from TOYAKU Research Institute.
• The TOYAKU Research Institute participants are responsible for solving the mystery and advancing the research.
• The Rival Company is the antagonist, attempting to hinder the process by stealing valuable information from HENTECO Company.

This relationship diagram helps illustrate the connections and roles each character plays in advancing the storyline.

The Characters and Relationship Diagram of This Story

• List of Items on the Participant's Table

①News- Video

The introductory news segment played a crucial role in conveying the background of the story and activity, capturing the participants' interest and drawing them into the experience.

Newscaster: "An unidentified infectious disease causing high fever has emerged in H City, Y Prefecture. The number of infected individuals at H City General Hospital has doubled since last month. In response, the hospital sought assistance from Dr. Yukki, an expert on viruses working at HENTECO Corporation, to identify the cause of the infection and find an effective treatment. However, Dr. Yukki mysteriously disappeared, leaving behind only his experiment notebook.

Although Dr. Yukki was getting closer to identifying the virus, his sudden disappearance has set back the progress once again. There is still no end in sight to this epidemic. This concludes our news report."

②Acting
The role-assignment acting played a crucial part in bringing the story to life in the escape game, allowing participants to immerse themselves in the world and solve scientific mysteries more effectively.

~From here, we separated into individual teams~

③Mission1

By solving the riddle on page 4.5 of the experiment notebook, we have discovered the virus responsible for this epidemic!

①How to Make Medicine - Video

Narrator：In infectious diseases, symptoms appear when a virus enters cells and causes an infection. To prevent the virus from entering cells and infecting them, a substance called an antibody is needed to fight against the virus. Antibodies mainly have two functions: they attach to the virus and block it from binding to the cells, and they signal other immune cells to alert them of the virus's presence.

There is compatibility between viruses and antibodies, and if they are not well-matched, they cannot fight effectively. To create an antibody that can combat the virus responsible for the current infection and to develop a vaccine, the following steps are necessary. First, the virus is introduced into mice that have similar functions to the human body.

The infected mouse produces antibodies to fight the virus. The cells that produce antibodies in the body are called B cells. These B cells are extracted from the mouse, and their genes are examined and introduced into E. coli (bacteria).

Next, the genetically modified E. coli is cultured to produce a large quantity of antibodies. Finally, the antibodies produced by the E. coli are combined with saline solution to create an injectable medicine.

②Mission2

Based on the forgotten memo on the first page of the lab notebook, find the key code for the mouse laboratory.

Unlock the mouse room and obtain the humanized mice that have been infected with the virus.

①Clinical Trial Process- Video

Narrator：This video explains the process of clinical trials. There are five main steps before a drug is commercialized: basic research, non-clinical trials, clinical trials, approval review, and sales.

First, a prototype substance for the treatment is created, and it's administered to living organisms such as mice to observe the reaction. This is where the efficacy and safety of the new drug are investigated, which is called non-clinical trials. After testing on mice, similar trials are conducted on humans, which is known as clinical trials.

Following this, an approval review is carried out to confirm the drug’s efficacy and safety and to decide whether it should be approved as a medication. Once it passes the review, the drug can be sold.

②Send data to PMDA(Pharmauticals and Medical Devices Agency)

Trying to send data to PMDA...?

Your PC gets hacked.

time mission solved

Riddles were prepared in the lecture rooms and participants explored the university to solve them.

time mission solved

Several puzzles were prepared in a university laboratory, and participants had to solve the riddles while touching the laboratory equipment.

★solution video★

Narrator：Experts specializing in H1N1 viruses have declared that the epidemic in H City, Y Prefecture, has come to an end. According to the expert team, a vaccine was developed by HENTECO Company, which had requested the identification of the virus.

Participant feedback

Q, What did you think of the event?

• I got a lot of ideas while learning about synthetic biology
• I enjoyed solving the riddle because it was harder than I thought it would b

Q, Did you understand the process of producing antibody drugs?

60% of participants ‘understood well’
40% of participants ‘understood to some extent’

They shared that while they usually found science classes boring, the experience through puzzles and storytelling sparked their interest in science.

Member feedback

• It was difficult to come up with a story from scratch and to work the mystery part into the story so that the story made sense.
• Being in a position to explain how vaccines and antibody drugs are made helped me understand more.
• By dividing the work among the whole circle, we were able to prepare more efficiently than during the summer event.
• In the brainstorming session, I was surprised at the imaginative thinking power of the junior and senior high school students.

Our activities are made possible thanks to the participants. Based on the results of the survey from this activity, many are eagerly awaiting the next one. We invited those who would like to receive notifications and newsletters via email so that we can inform them about our next activity.

References

1. Sakiyama, M. (2023). The mechanism of drug approval: Delivering safe and effective medications. Retrieved from https://www.pmda.go.jp/files/000263354.pdf
2. Alice Veldkamp.(2020).Escape education: A systematic review on escape rooms in education.https://www.sciencedirect.com/science/article/pii/S1747938X20300531#sec4

Summary

The Hachioji Student Paradise event focused on hosting activities that emphasized dialogue with people of various age groups. During this event, we had the opportunity to engage with individuals from diverse backgrounds, including members of the scientific community, young children, senior citizens, government officials, educators, and representatives from businesses.

Our implementation model

Research on the importance of activism
Hachioji Student Heaven is an event organised to promote interaction between students and citizens. Hachioji City has so many universities that it is known as a school city, and Student Heaven is a very large event with about 50 groups from 25 universities exhibiting, and the shopping street in front of JR Hachioji Station becomes. Although there are students and professors from other universities with completely different specialisations, the majority of participants in this event are members of the general public, and the event attracts a wide range of people, including children as young as three and retirees. The events are organised to encourage a lively local community where anyone can interact with each other in an informal way. As such, it provides an opportunity for people who are interested in science and have little interest in science because of the small number of visitors.
In particular, it provides an opportunity to deepen understanding of science by engaging participants in topics such as social implementation of synthetic biology. In addition, the opportunity to interactively communicate with the public about synthetic biology, genome editing language and our projects is a great learning opportunity for us when we think about social implementation. These interactions are an opportunity to play an important role in connecting science and society, and provide a valuable forum for communicating to a wider audience how science relates to their everyday lives.

The goal of the event was to engage a wide range of people with an interest in science and to get feedback from the public about their projects. To achieve these goals, we decided to tailor the exhibition to different age groups.

First, we thought about an exhibition aimed at parents and children attending the event. From our research, we found that parents have an image of communicating science to their children as ‘difficult’ and ‘labour-intensive’ (1). Therefore, we aimed to create content that would deliver the interesting aspects of synthetic biology we study through the Hachioji Student Heaven, which is often attended by people with children.

Next, we considered an exhibition aimed at people from junior high school students to university students. We thought that what people from junior high school to university students would be looking for was not knowledge that they would learn in classrooms, but something that they would enjoy learning so that they would find themselves with the knowledge. We also aimed to communicate about the practice of synthetic biology.

Secondly, we thought about the exhibition aimed at other members of the public: we aimed to let them know what iGEM is and what synthetic biology is all about, and to think about it together.

Based on the above, we decided to divide our exhibition into three separate booths for the enjoyment of people of all ages. The first was a picture book display for parents and children to enjoy, the second was a card game to inform the public about science and to introduce them to synthetic biology, and the third was a poster to introduce what synthetic biology is and what specific activities are carried out, along with a brainstorming session, which was planned to take place.

1. https://www.nistep.go.jp/wp/wp-content/uploads/NISTEP-RM245-FullJ.pdf

To create the posters, card games and picture books, we divided our work into different tasks. For the creation of the card game, we made several prototypes of the card game and picture book we had created, asked people close to us to check them and made improvements based on feedback.

Card games

Two different card games were made. The first card game was named GENOMU and the second card game was named Microbe Showdown Game.

GENOMU is a card game modelled on UNO. In the game, each player is first dealt six cards. The remaining cards are placed in the middle as a draw, and a card is flipped from the draw and placed in the middle as a discard. Once this has been prepared, the game starts with the players taking their turn. Each card in your hand has a colour and a keyword, and if the card is the same colour or keyword as the discard placed in the middle, you can play that card. If there is no card in hand that can be played, a card is drawn from the draw. If the card drawn cannot be played, the turn passes to the next player. When you have only one card in your hand, shout ‘Genome!’ when you have only one card in your hand. If another player points out that you forgot to shout at this point, draw a new card. The first player to run out of cards wins. In addition to the normal cards, there are special cards mixed in. This allows another player's card to be added or skipped. This GENOME allows you to learn different experimental techniques and instruments while playing the card game. If you want to play, download the PDF below.

Microbial Battle is a two-player game with elements of synthetic biology. There are three types of cards in the game: microbiological, genetic and environmental. First, draw three microbiology cards and five gene cards. These are the cards in each player's hand. First, turn over an Environment card, which becomes the battlefield for the turn. Next, play a Microbiology card at the same time as your opponent. This card will be used to win the game. Next, introduce a gene card into the microorganism. Decide which gene card to use so that the number of bases does not exceed the limit for that microorganism. When you play the gene cards, play them at the same time together! The winner is the one with the higher AP on the card. The loser must draw one microbiology card. Both players must then draw a gene card. The first player to run out of microorganism cards wins.

This is a card game modelled on synthetic biology itself - the introduction of genes - and allows players to learn about the favourable environment for micro-organisms on the tabletop. You can also learn about the effects of the genes you are introducing together. To play, download the PDF below.

Posters and brainstorming

We put up posters. The posters included a description of iGEM, a description of synthetic biology, an introduction to our team's work and a description of the current project.

In conjunction with the display of the posters, a brainstorming session was held to obtain opinions from the public. As for the content, one possible application of our project is to make effective use of radiation-contaminated soil, which was once produced by a nuclear power plant accident. In order to investigate what the public would think about this application, if it were to be realised, we used the question: ‘What do you think about using synthetic biology to re-use radiation-contaminated soil?

Positive opinions included ‘If the government approves it, then we can rest assured’ and ‘If it is found to be numerically safe, then it is safe’. Negative opinions included ‘I am worried because I don't know how much radiation is emitted and how harmful it is’ and ‘If radiation-contaminated soil is taken outside, even if it is safe to take measures at that time, I am worried about 100 years from now’ and ‘I am afraid of the risk from harmful rumours’. A total of 22 people participated in the brainstorming session and the results were summarised as follows.

In applying the project to radiation-contaminated soil, it was found that concerns about radiation still exist. On the other hand, some felt that there was no need to worry if the research had been carried out in accordance with the law and had been proven to be safe. Therefore, it was felt that in the application of the project, there is a need for a thorough examination of safety and a means of scientific communication with the public.

Picture Book

We created a picture book to tell about synthetic biology and presented it to participants. The target age group was from three years old to early primary school age, and we filled in a commentary for parents as an afterword. The story featured two main characters, Mr Plasmid and Mr Vector, and represented genetic manipulation as a ‘transformation’ as a means of conveying the positive and challenging aspects of synthetic biology in an easy-to-understand and comical way.

○ Picture books and interest in science

We would like to ask those who attended this event with their children. Do you think the picture book ‘Plasmid-kun and DNA-kun’ helped your child to develop an interest in science?

57.1% of the respondents answered ‘yes’ to the question in the questionnaire, while 21.4% answered ‘neither agree nor disagree’.

This suggests that the picture books helped children to develop an interest in science, but that there is a need to deepen the consideration and interest of the content, the writing style and the development of the stories. We also felt that if those who answered ‘neither agree nor disagree’ could be asked to elaborate on their reasons, it might help them to move on to the next step.

○ Change in aversion to science

The results show that those who thought that science was difficult changed their view to one of being interesting and enjoyable. This led to a dispelling of their dislike of science as a goal.

○ Change in impression of genetic modification

Fewer people had a negative impression of genetic modification than they had imagined. Many respondents also stated that it is useful. It was good that our educational activities gave a positive response of ‘sounds interesting’ to many of the participants who understood that it is something useful.

Fig.1 Impressions on pre-event GMOs

Fig.2 Impressions about post-event genetic modification

We believe that we have achieved our initial objectives of getting a wide range of people interested in science and getting opinions about our project from the general public. It was an opportunity to realise once again that we need to be close to the public and consider how we can implement the project based on the opinions we received from the public.

Summary

For the Summer Science Program, we organized a laboratory class themed "ENEducer × Tokyo University of Pharmacy and Life Sciences." The program focused on practical activities, emphasizing experiments and brainstorming sessions.

Our implementation model

This event is an activity mainly targeting middle and high school students. Middle and high school students are in the most impressionable period of their lives and show interest in a variety of things. However, the discipline of synthetic biology is currently difficult for middle and high school students, who are interested in many fields, to become aware of. We planned this activity to break through this situation.

In creating the program, we decided to brainstorm at the beginning of the activity because we thought it would be effective to first give familiar examples to promote understanding of synthetic biology, which is not very familiar to many people. We thought it would be possible to evoke deeper learning by allowing participants to use the knowledge they had been given.

After having the participants learn the fundamentals of synthetic biology, we decided to conduct an experiment related to our project. The purpose was to improve the retention of what the participants had learned in the classroom by having them work with their own hands and confirm with their own eyes. At the end of the class, we also asked the participants to reflect on the experiments and confirm that they had acquired and were able to apply the knowledge.

As indicated above, the objective of this activity was to promote synthetic biology. To achieve this, two methods were used: brainstorming and an experimental class. The following are the specifics.

Brainstorming

Brainstorming aims at a fundamental understanding of synthetic biology. Synthetic biology is the study of artificially designing biological functions by combining biological components as parts. We discussed what kind of topic should be chosen to convey this. As a result, the first topic was

“Think of a microorganism with an interesting function.

The first topic was decided to be “Think of a microorganism with an interesting function.

We chose this theme because we thought it would be effective to think of a hypothetical organism in order to give the participants a sense of the discipline of synthetic biology.

However, since this alone might not be enough for participants to understand synthetic biology, we prepared another question.

“Predict what will happen when you implement the organisms you thought of in the first question.

The first question was: “What do you expect to happen when the organisms considered in the first question are implemented? In synthetic biology, it is very important to take measures to prevent the effects of social implementation in many areas, so we decided to use this question to have participants learn about this point.

Experimental Classroom

After brainstorming to understand what synthetic biology is all about, the goal is for the students to learn about actual experimental techniques. For this purpose, we decided to conduct an experiment related to our project.

The core of our project is melanin. By observing the process of melanin production, we thought we could show them the experimental techniques we actually use, so we designed the experimental procedure. Also, taking advantage of the fact that we are a pharmaceutical university, we planned to attract the participants' attention by tying our project to herbal medicines. This was due to the fact that many people were interested in pharmaceuticals as a result of recruiting participants for the open campus at the university, and that the participants were not aware of synthetic biology based on conversations with them. Therefore, we considered the content of the experiment that had to do with the project and pharmaceuticals, and aimed to make the content visually comprehensible. Experiments were kept as simple as possible so that even junior and senior high school students would not make mistakes, and a discussion was provided at the end so that participants could apply what they had learned in this project in the future.

Various materials were needed to conduct this activity. We studied the level of knowledge of the participants in advance and made improvements to the materials to make them easier for them to understand. The materials at hand included not only worksheets for writing the results of the experiments, but also the principles of the experimental apparatuses to be used, so that as many questions as possible would not remain in the participants' minds. In addition, we conducted preliminary experiments for a total of two weeks in order to increase the success rate of the experiments.

In addition, we mainly publicized the program at the open campus, but we also disseminated information on our website, Instagram, and X in order to recruit more participants.

Timescale

①About iGEM
About our project
Brainstorming
②Experiments
Essential oil extraction
Tyrosine oxidation inhibition reaction
③Consideration

Brainstorming

The theme was “Think of an organism with an interesting function. In synthetic biology, new functions are added to organisms, and some participants suggested combining organisms and things to create new ones. Furthermore, based on the opinions expressed, the participants discussed how the organisms would affect the global environment and how they could be applied. There were many opinions that surprised us as well, not only because they were opinions, but also because they went one step further. Some of the participants said that they enjoyed the discussions because they came up with opinions that exceeded their imagination.

Here are some examples.

1. Clock organisms
   An amphibious watch that always stays on your wrist
2. Whales that eat plastic
3. Incorporating the flexibility of cats into humans

Experiment

Two TAs were assigned to each of the two participants to conduct the experiment while taking safety into consideration.

Although the experiments included some university content, we did our best to make slides and work notes so that the participants could understand the content. We were able to have participants enjoy the entire event through various experimental instruments such as an absorption altimeter and micropipettes like those used in universities.

Questionnaire Results

The results of the survey showed that although 80% of the total participants had never heard of synthetic biology itself, more participants became more interested in synthetic biology throughout the event.

Figure Change in interest in synthetic biology (from questionnaire results)

Some of the participants who had undergone changes also commented that they had originally been completely unfamiliar with the subject, but that the advance lectures had helped them understand it.

Summary

Science Connect was a large-scale science event co-hosted with middle and high schools, two companies, and nine iGEM teams. Through laboratory classes, booth exhibits, and stage programs, we designed the event to allow participants to learn about science and synthetic biology from multiple perspectives.

Our implementation model

Research on the Importance of Activities

Currently, most Japanese iGEM teams conduct Education activities on a team-by-team basis. Whether or not to emphasize Education depends on the circumstances of that particular year and team. In iGEM, Education and Science Communication are crucial activities that facilitate engagement with the general public. As long as cultural concerns about synthetic biology exist, iGEMers who consider the development and societal implementation of synthetic biology technologies must continue to engage in Education and Science Communication activities.

However, it is also true that it is not possible to focus on everything, and since these are not mandatory components of the competition, the amount of effort devoted to them can vary from year to year. We thought about how to enable iGEMers to consistently engage in Education and Science Communication.

We focused on the iGEM Japan Community. The iGEM Japan Community is an organization that supports current iGEM teams, connects with iGEM alumni, and promotes iGEM. Anyone can join the Community, and unlike individual teams, it can exist in a stable manner. For these reasons, we decided to reach out to the current iGEM teams in Japan and conduct activities as the iGEM Japan Community.

Consideration of Activity Types

This time, as the activities will be carried out by multiple teams rather than a single team, there is an expectation for research that spans a wide range of fields. To leverage this, we considered activity types that would allow a multifaceted view of synthetic biology.

We modeled our activities on Science Agora, an event where various organizations engage in science communication. We aimed to create a diverse learning experience by organizing activities that include booth exhibitions for in-depth discussions, hands-on workshops, and stage performances. Thus, we decided to conduct these activities in booth, stage, and experimental workshop formats.

Consideration of Target Audience

While researching how middle and high school students study, we discovered an issue: although Japanese middle and high school students score well in science, they have weaknesses in the affective domain, such as motivation, attitude, and interest, as highlighted by both domestic and international surveys (1). In today's world of rapid scientific advancement, improving scientific literacy enhances individuals' quality of life and helps maintain a healthy society. However, to improve scientific literacy, the active participation of citizens is essential. When there are weaknesses in the affective domain, it becomes very challenging for interactive dialogue to occur, even if consensus-building forums or science communication events are organized by government agencies or science communicators.

We want students to learn how to deepen and apply science knowledge, and to discover the joy of science. Therefore, we decided to target middle and high school students, ensure appropriate difficulty levels, and create activities that they can enjoy.

(1) From Tokyo Shoseki [New Edition] Utilization of Science Education in Classes: Junior and Senior High School Edition, p. 21.

However, we also considered that participants with weaknesses in the affective domain might find it difficult to attend such events. To address this, we decided to make the event one that also involves parents, hoping that even participants lacking motivation or confidence might feel more encouraged to join.

"Science Connect" held three activities on the same day: poster presentations at booths, stage presentations by external speakers, and experimental workshops. You can find the pamphlet for this activity below:

Booth

This time, we prepared four different topics for the booth content, placing importance on diversity. To further enhance this diversity, we reached out to organizations beyond iGEM that focus on interactive dialogue. We invited AS ONE Corporation, which creates platforms for mutual communication, such as between researchers and the public, through the internet (https://co-lab-brains.as-1.co.jp/), and Leave a Nest Co., Ltd., which supports building a new society based on science and technology.

At our booth, we focused on how to deepen and apply science by taking the example of social issues related to genome editing technology, with the goal of learning about these societal problems together with the participants. Through this booth activity, we hoped that participants would be able to understand the mechanisms of new technologies and consider the impact of these technologies when they are applied in society.

After completing the booth experience, we provided participants with a research template to make it easier for them to explore science independently.

Stage

We had two pioneers in genome editing give presentations.

Experts in genome editing and synthetic biology not only understand the mechanisms of these technologies but also have superior knowledge and experience regarding the process of introducing scientific technologies into society. Stage presentations by researchers from different communities than our own provide participants with a broader perspective.

Experimental Workshop

With the assistance of Professor Kumazawa from the Food Science Laboratory at Tokyo University of Pharmacy and Life Sciences, we conducted an experimental workshop. In this workshop, we used familiar food items to introduce participants to microbiology—an area rarely covered in middle and high school, including topics like synthetic biology and genome editing.

Installation of Opinion Boards and Communication Booths

We set up opinion boards and communication booths to facilitate interaction and gather feedback from participants. The opinion boards enabled attendees to express their thoughts and opinions on various topics related to synthetic biology and genome editing, fostering a space for reflection and dialogue. The communication booths provided a dedicated area for participants to engage in discussions with experts and each other, encouraging a deeper understanding of the subjects presented during the event.

Participant Feedback

Participants' Demographics

• Junior high school students: 53.3%
• Senior high school students: 22.2%
• Guardians: 22.2%
• Teaching staff: 2.2%

Impact of the Event

• Science Knowledge:
  • 44.7% of participants felt that their understanding of science had deepened.
  • 34.2% believed they could deepen their science knowledge after attending.
  • 18.4% felt no change in their understanding.
• Interest in Science:
  • 34.2% reported increased interest.
  • 31.6% found it "very interesting."
  • A smaller percentage (5.3%) expressed that their interest did not increase.
• Image of Science and Technology:
  • 36.8% said their image of science and technology improved.
  • 26.3% noted no change in their image.
• Willingness to Participate Again:
  • 35.9% expressed a desire to participate in future events.
  • 30.8% were undecided.

Satisfaction

• Overall, a majority of participants indicated satisfaction with the event, and many expressed an interest in sharing what they learned with family and friends

For detailed results, please refer to the PDF.

Feedback from iGEMers (Organizers)

1. Challenges in Event Preparation

• Difficulty in time management and venue setup: We learned the importance of having sufficient time and flexibility for the event's scale and preparations, as we encountered difficulties with time allocation and venue preparation.
• Difficulty explaining to middle and high school students: Explaining synthetic biology was challenging, requiring efforts to make it easier to understand, especially given the difficulty of adjusting the explanations to the students' level of knowledge.
• Updating knowledge and techniques: Based on advice from representatives at Leave a Nest, we realized the importance of passionately conveying the latest academic knowledge.
• Reflection on inadequate preparation: Due to insufficient preparation, the event did not proceed smoothly.

2. Challenges in Education and Science Communication

• Handling synthetic biology: Synthetic biology is a means, not an end. Therefore, we need to reconsider the structure of the Education content. Balancing the spread of synthetic biology with participant enjoyment was also difficult.
• Improving communication: In the sticky-note booth, there were responses that deviated from the intent, showing that we needed to improve how we posed questions.
• Importance of diverse perspectives: It was essential to scrutinize posters and exhibits from multiple perspectives to ensure the Education content would not offend anyone.

3. Operational Challenges

• Staff role distribution and coordination: There was a lack of clarity in the division of roles during shifts, and communication among staff was difficult. We want to resolve this in future events by using communication tools like walkie-talkies.
• Lack of information sharing: There were many instances of confusion due to inadequate information sharing. In particular, we struggled with emergency situations due to a lack of manuals.
• Scheduling issues: The event preparation did not proceed efficiently with a large number of participants, and underestimating time requirements caused delays on the event day.

4. Participant Response and Attendance Challenges

• Efforts to attract participants: Booth and survey board attendance were low, and we needed to find ways to attract more attention, especially as other activities (such as the experiment class and stage performances) garnered more attention. Additionally, there was a gap between the expected and actual number of participants.
• Difficulty with interactive learning: Many voiced that it was difficult to identify the ideal form of interactive learning centered on synthetic biology, and getting participants interested in synthetic biology was more challenging than anticipated.

In order to hold Science Connect again next year, we joined the organizing team of the iGEM Japan Community. This will enable us to provide support for the event next year as well.

This event was made possible with the support of Mr. Ueno from Fujimi Junior and Senior High School, along with everyone at the school. We were also given the opportunity to hold a meeting to discuss next year's event, ensuring its continuation. Additionally, thanks to the advice we received from Mr. Ota and Mr. Fukazawa of the Japan Association for the Advancement of Science (JAAS) on how to manage the activities, we were able to successfully conclude this event.

In this activity, we mainly explained what synthetic biology is and the outline of our project to the students of Fujimi Junior and Senior High School in Tokyo.

This day was exactly 13 years after the Great East Japan Earthquake, which some of the students did not remember. Therefore, I gave an overview of the nuclear accident that occurred at that time and connected it to our project, explaining what our project can do and what kind of problems it can solve.

Since the mechanism of our project is similar to that of a certain black-and-white monster movie, I tried to make it easy to understand and enjoyable for the participants by relating the contents of the movie.

This activity brought together seven university academic organizations to host the Academic Organizations Joint Introduction, with the hope that incoming college freshmen would find the right academic organization for them. The main purpose of the event was to provide an in-depth understanding of the specific projects that our own team is passionate about on a daily basis. Our team focused on communicating the fascination of the complex and advanced field of synthetic biology in an easy-to-understand manner and carefully explained everything from the basic concepts of synthetic biology to the details of our project in order to promote understanding among university students.

In particular, we emphasized how our project could contribute to the world and discussed extensively the future possibilities offered by synthetic biology. Through this activity, we received very positive feedback from university students with a renewed interest in synthetic biology. Through their questions and comments, we were able to reaffirm the innovative nature of our project.

Our explanations went beyond mere knowledge sharing, and we were committed to providing university students with new perspectives, sparking their interest, and providing them with the opportunity for further academic exploration. As a result, many university students showed a strong interest in the possibilities of synthetic biology and expressed their expectations and willingness to cooperate in future activities, which was very encouraging for our team.