At SkinBAIT, we believe science should be accessible to everyone, not just to those within the field. The iGEM competition not only allowed us to learn, but also sparked in us the desire to share our knowledge with the world. By participating in such a prestigious competition, we feel a commitment to society to share the knowledge we acquire. We are excited to help bridge the gap between the general public and the scientific community, and we believe education is the most powerful tool to achieve this.
Science is a complex and intricate field that greatly benefits from the diverse perspectives of people from all backgrounds. Fresh ideas and unique viewpoints are invaluable. That’s why making science accessible and understandable is fundamental. We aim to achieve this through our comprehensive education plan, designed with clear objectives and diverse methodologies.
This is our commitment to education. This is Education First!
Objectives
Introduce the concept of SynBio and its basic tools and procedures
Synthetic biology is a new and rapidly growing field that remains unfamiliar to much of the population. Many people close to us had absolutely no idea what it was or what it entailed. We believe it is crucial to bring attention to this emerging branch of science and introduce the basic tools and procedures that underpin it. By doing so, we aim to provide the general public with a foundational understanding of SynBio.This is crucial because SynBio is the future of many fields, including healthcare. By making more people aware of it, we could have the involvement of professionals with different backgrounds that might be interested and promote its growth.
Promote interest in SynBio to those who might not be science-inclined
Not everyone dreams of becoming the next
Núria López Bigues
Núria López Bigues
Núria López Bigas is an ICREA professor at Pompeu Fabra University and leads the Biomedical Genomics Research Group at the Institute for Research in Biomedicine in Barcelona, Spain. She has expertise in medical genetics, computational biology, and bioinformatics.
nor the next
Marc Güell Cargol
Marc Güell Cargol
Marc Güell is an ICREA research professor at
Break the stereotypes that science is not fun and non-dynamic
When people think of 'science', they often imagine complex formulas, long hours, and tedious work. But science is much more than that! We want to dismantle these preconceived notions and demonstrate that science can be dynamic, engaging, and enjoyable. To do this we approach science to the public with dynamic and fun activities that show that science is many things, but boring is not one of them.
Raise awareness of the impact of SynBio on our society
Synthetic biology offers a multitude of applications, with researchers continuously working to advance the field. One of our primary goals is to highlight how SynBio can improve various aspects of our world, all while adhering to safety and ethical standards. By raising awareness, we hope to foster an informed and supportive community.
Tools & Methodology
Albert Einstein once said, "The only thing that interferes with my learning is my education." We wholeheartedly agree. Education should be tailored to the audience it addresses, recognizing that everyone learns differently. This requires varied educational approaches to meet the diverse needs and backgrounds of different publics. Our methodologies are designed to be effective for each target audience’s learning style, whether they are visual, auditory, or kinesthetic learners.
Visual
Auditory
Kinesthetic
Early Childhood (Ages 3-6)
Coloring Book with Short Story
To introduce young children to the basics of synthetic biology, we created an engaging coloring book accompanied by a short story. The narrative follows our iGEM team embarking on a fun adventure that incorporates fundamental concepts of biology and science. This is meant to be a fun way for little kids to have a first contact with synthetic biology, while keeping it simple. By allowing them to interact with science in a subtle and fun way, it could spark future interests since they will remember it as a fun experience.
Learning styles addressed:
Visual Learners
The coloring book has fun illustrations that help children visualize and understand the story and concepts.
Auditory Learners
The accompanying short story can be read aloud, enabling children to receive the information through listening and improving their comprehension and vocabulary.
Kinesthetic Learners
Coloring activities allow children to learn through hands-on interaction. This enhances motor skills and reinforces learning through action.
Elementary School (Ages 7-12)
Interactive Board Game
We developed an interactive board game that introduces elementary school students to synthetic biology concepts related to our specific project through play and collaboration. The game involves problem-solving scenarios where players play against each other and learn about the different components of working in the laboratory and different key parts.
Visual Learners
The game includes colorful boards and cards that depict various biological processes and scenarios.
Auditory Learners
Gameplay involves discussion and explanation among players, promoting learning through listening and speaking.
Kinesthetic Learners
Handling game cards and applying them physically in the game engages students and aids in concept retention.
Short Story Sessions
Our team conducted storytelling sessions where we read and discussed a story written by us which is related to our project, designed to spark imagination and interest in scientific topics. After each reading, we open up a discussion with the students which encourages critical thinking and personal connections to the material.
Visual Learners
Accompanying illustrations and visual aids enhance understanding and engagement.
Auditory Learners
Listening to stories helps students absorb and process information effectively.
Middle and High School (Ages 13-18)
Educational Talks Aligned with Spanish Curriculum
We organized a series of educational talks in middle schools, carefully designed to complement the Spanish education plan. The content is synchronized with subjects and topics students are currently studying, reinforcing and expanding their knowledge base. We also adapted the presentations to the language that each teacher desired, whether that was English, Spanish, or Catalan. These talks cover foundational concepts in synthetic biology and showcase real-world applications to demonstrate relevance and inspire interest.
Visual Learners
Use of slideshows, diagrams, and videos helps illustrate complex concepts clearly.
Auditory Learners
Engaging presentations and discussions facilitate learning through listening.
Educational talks given:
Talk in Salas i Xandri, St. Quirze
On Monday, May 20th, our iGEM team conducted an educational outreach session at Salas i Xandri Institute, aimed at introducing 4th-year ESO students to synthetic biology and its potential for solving ecological challenges. The session complemented their ongoing ecosystem projects, providing new perspectives on how synthetic biology can address environmental issues.
The activity was structured around four main objectives. First, we offered an introduction to synthetic biology, making the complex subject accessible and engaging for high school students. Next, we presented examples of iGEM projects that successfully applied synthetic biology to solve environmental issues. Third, we aimed to inspire students to consider future participation in iGEM or other scientific projects. Finally, we sought to raise awareness of environmental problems, showcasing synthetic biology as a possible solution.
During the session, we started with a one-hour presentation on ecosystems and synthetic biology. The team highlighted how organisms within ecosystems could be genetically modified to address challenges like climate change, pollution, and habitat destruction. This was followed by a brainstorming activity where students proposed solutions to the ecological issues they were most concerned about. We also introduced our own iGEM project, which led to a lively Q&A session.
The response from the students was overwhelmingly positive, with a 100% participation rate in the activities. Both students and teachers expressed newfound interest in synthetic biology and its real-world applications. The biology teacher invited us for future sessions, and our activity was even featured in the school's journal, acknowledging the success of our outreach.
In conclusion, the outreach was a success in spreading awareness of synthetic biology and inspiring students to think about their role in tackling ecological challenges through science.
Talk in Col·legi Claret, Barcelona
On Friday, May 31st, teammates Inés and Carlos organized two interactive sessions for 10th-grade students at Col·legi Claret in Barcelona. In the days leading up to the sessions, both students worked with the teacher to tailor the content to the topics being covered in class. After this collaboration, the SkinBait members prepared a presentation divided into three parts. The first part provided a brief introduction to the IGEM competition, connecting it to the concepts of gene editing. The second part showcased the work of various IGEM teams from previous years, and the final section focused on SkinBait’s project and its potential societal impact.
During the session, the SkinBait team organized a quiz where students proposed project ideas related to improving ecosystems, including pollution, water contamination, and invasive species, which they believed could be submitted to IGEM. The most popular ideas were discussed further in a class-wide discussion where Inés and Carlos moderated a debate about the advantages and disadvantages of the ideas proposed.
At the end of the session, students had the opportunity to ask questions, showing great interest in the SkinBait project and how they could apply their own ideas to make a difference in society. However, the most frequent questions revolved around the team members' academic journeys, career paths, and the distinctions between different scientific fields.
In conclusion, the sessions were a success, as they sparked the students' interest in the practical applications of synthetic biology and inspired curiosity about pursuing scientific careers. After the session, the teacher contacted Carlos and agreed to do a similar session about genomics in September for the upcoming class of 10th grade.
Talk in Santa María del Pino, Barcelona
On Friday, June 14th, teammate María visited Santa María del Pino to give a talk to 9th grade students about expanding their perspective on ecosystems through synthetic biology. They fortunately understand how crucial it is to save the world and its ecosystem, which broadens everything. Moreover, the iGEM competition and its objective were introduced to motivate them to participate in amazing projects and competitions during university, or before that time.
During the session, four different case studies from past iGEM competition teams were presented, highlighting the current and future significance of synthetic biology. The students were highly engaged and asked numerous questions. We aimed to explain how this field can address various global challenges, such as environmental sustainability, healthcare advancements, and technological innovations.
We emphasized the interdisciplinary nature of synthetic biology, combining biology, engineering, and computer science, and its potential to revolutionize various industries. The students were particularly interested in how synthetic biology can be applied to real-world problems, such as developing new treatments for diseases, creating sustainable biofuels, and engineering crops with enhanced nutritional value.
What stood out the most was their keen interest in university courses such as Biomedical Engineering and Human Biology. Many of the students expressed uncertainty about their future university paths and were eager to learn more about these fields. The students' curiosity and enthusiasm about their future studies were particularly encouraging. We hope they will feel free to ask before making one of the most important decisions of their lives. It was gratifying to see them consider the vast potential of synthetic biology and how it could shape their academic and career choices.
The experience was both informative and impactful, sparking a lively discussion about the future of science and technology and how today's students can be part of the next wave of innovation.
Team-Building Workshops
We had a team-building workshop which focused on introducing synthetic biology concepts through collaborative activities and challenges. Workshops are structured to develop skills such as communication, teamwork, and critical thinking while applying scientific knowledge. Challenges are designed to be fun and engaging, creating a positive attitude toward science and collaboration.
Visual Learners
Visual materials and collaborative diagrams help in conceptual understanding. Slides were also used throughout the initial part of the workshop.
Auditory Learners
Group discussions and reflections enhance learning through shared experiences.
Kinesthetic Learners
Activities involve movement and hands-on problem-solving tasks.
Workshop Barcelona International Young Science Challenge
In this workshop, we had the privilege of engaging with students participating in the Barcelona International Young Science Challenge. It was totally tailored to provide them with resources that would be useful to them throughout their challenge. We began by introducing the iGEM competition, highlighting its significance and the positive impact it has had on the scientific community. Following this, we delved into a detailed explanation of our project, providing the students with a clear understanding of the tools and methods we are using to achieve our goals. This was particularly relevant and intriguing for them, as they too were working on developing their own synthetic biology projects.
The second part of the workshop focused on teamwork. Given that these students had to collaborate on a project within a few days, we shared valuable tips and insights on effective team collaboration, drawing from our own experiences. To reinforce these concepts, we organized a fun and interactive activity. The students were divided into two teams, and each team was tasked with building 15 paper airplanes. They had one and a half minutes to plan their strategy, two minutes to construct the airplanes, and another one and a half minutes to test their models and refine their approach for the next round. The activity spanned two rounds, allowing the teams to learn about organization, communication, and problem-solving in a dynamic setting. The students found the activity enjoyable and felt it enhanced their understanding of teamwork.
We concluded the workshop with a Q&A session, where we were delighted to answer the students' questions. This interactive and informative session marked the end of a successful workshop, leaving the participants with new insights and skills to apply in their projects.
General Public
Bioethics Workshop
Our bioethics workshop for the general public aims to demystify synthetic biology and discuss its ethical implications in an open and accessible forum. The workshop was held in a the Ateneu Barcelonès where anyone could sign up to attend. It was the first time a science-related talk was held here meaning that we gave many people a contact with science that they do not usually have. It was very popular, and we had a full house! It was fascinating that people from many different backgrounds attended, and we were happy to share our knowledge with them. Topics are presented in a relatable context, addressing common concerns and interests to promote understanding and dialogue.
Auditory Learners
Informative talks and open forums encourage learning through listening and discussion.
Kinesthetic Learners
Interactive activities and participatory discussions engage attendees actively.
Inclusive Educational Board Game
Our board game is designed as a versatile educational tool suitable for all ages and adaptable to various learning environments. This is the same board game referenced in the elementary school age group, but it is perfectly suitable for every type of public to engage with.
Visual Learners
The game features detailed and colorful graphics illustrating key concepts.
Auditory Learners
Gameplay encourages conversation and explanation, enhancing understanding through dialogue.
Kinesthetic Learners
Physical interaction with game components provides a hands-on learning experience.
Destigmatizing skin infestations
Destigmatizing conditions like skin infestations is a challenging task due to the persistent social prejudices and misconceptions surrounding them. In our educational plan, we approached destigmatization through various strategies adapted to different age groups.
For early childhood, we introduced the concept of scabies gently through a coloring book, providing a light, age-appropriate introduction to the topic and raising awareness that such conditions exist. For elementary school students, we created a short story that described a realistic situation where individuals could contract scabies. Throughout the narrative, we emphasized that skin infestations can happen to anyone and are nothing to be ashamed of, rather, they are simply medical conditions that require treatment. For middle and high school students, we were able to dive deeper into the topic to raise awareness and understanding about skin infestations.
Addressing the general public, however, poses a greater challenge, as shifting deeply ingrained perceptions takes time and effort. To better understand how to approach this, we consulted with a psychologist, who offered valuable insights on effectively communicating and combating stigma.
As previously mentioned, our iGEM team has organized various awareness and prevention activities about scabies, and a key step in refining our approach was our meeting with psychologist Guillem Vida, who has provided valuable insights drawn from his experience as an educational psychopedagogue. Vida emphasized that there is a significant lack of basic knowledge about skin diseases like scabies, largely due to the public’s limited reading habits. As a result, the first information people encounter often shapes their entire perception of the condition, which can perpetuate stigma.
Vida explained that many educational tools are not fully utilized, particularly in schools where students often disengage during reading hours. He suggested using these opportunities to introduce practical topics, such as well-adapted articles that can be discussed in class. This could help shift perceptions about scabies in a constructive and approachable way. When consulting on our approach, Vida appreciated our coloring book for young children, noting that it introduces scabies in a positive, general light while focusing on supportive actions rather than negative aspects, which children may fixate on. He also endorsed our story for elementary school students, which personified scabies to make the condition relatable and helped convey that it is not something to be ashamed of, but rather a condition that requires treatment.
For adolescents, Vida acknowledged the difficulty of engaging this age group, especially those in middle school, as they are often preoccupied with personal matters and may dismiss the relevance of such topics. He suggested making scabies more relatable by highlighting that it could affect them directly, which could help challenge their belief that "it won't happen to me." He also recommended leveraging students’ interest in science, particularly for those in higher grades, by linking the topic to biology and potential career paths. For adults, Vida supported the roundtable discussions with experts that we had planned, as this format fosters open dialogue and helps reduce stigma. He also suggested organizing community-focused awareness campaigns and events, such as scabies awareness races, to engage a broader audience. These events could be complemented with posters and informational booths, providing materials that educate the public on how scabies spreads, how it can be treated, and addressing common misconceptions. Vida believed that these initiatives could create more opportunities for open discussion, helping to shift public perception and break down the stigma surrounding scabies.
Overall, Vida's feedback has been crucial in helping us refine our strategies for different audiences. His insights into the lack of general education and the social impact of skin conditions have enabled us to improve our educational efforts, making them more effective in raising awareness and reducing stigma about scabies across all segments of the population. We also want to highlight that we did not have time to make some of the things he mentioned happen. However, we wanted to highlight the importance of destigmatizing and the actions that could be taken to fulfill this if our product were to be put on the market.
Conclusions
Our team is extremely honored to share our knowledge and love for synthetic biology with diverse audiences. Educating them about this exciting and impactful field has been a wonderful experience. Participating in the iGEM competition has reinforced our belief that education is the most powerful tool for making science accessible to everyone, not just those within the scientific community.
Our education plan, which was designed with clear objectives and diverse methodologies, has given us the opportunity to engage with the general public, students, and those who have a special place in their hearts for the scientific world. Through interactive talks, dynamic workshops, a coloring and story book, and a dynamic board game, we have successfully sparked curiosity, dismantled stereotypes, and raised awareness about the many potentials of synthetic biology. Specially, we want to highlight the importance of destigmatizing skin infestations. We met up with a professional to better understand how to approach a topic like this one. We are grateful for the opportunity to contribute to a more informed and engaged society. Throughout our journey, we have encountered individuals from all sorts of backgrounds who were excited to learn and participate, bringing refreshing views to the subject. Their enthusiasm has inspired us to continue our mission of making science approachable and exciting.
We believe that our tailored educational approaches were effective in reaching our target audiences, allowing them to engage meaningfully with the material and creating a deeper appreciation for synthetic biology. By bridging the gap between the general public and the scientific community, we are helping to create a world where science is not only understood but also celebrated. We are committed to continuing our efforts to educate and inspire future generations. We believe that through education, we can drive positive change and make a lasting impact on society.