Developing microbiological learning materials for schools: best practice

Abstract

A resource for schools focusing on algae was developed subsequent to a review of the UK National Curriculum and teaching specifications, which revealed a significant opportunity for practical microbiology in schools. The five practical activities and the entire resource were trialled and refined so that the final publication provided valid, interesting and educational activities. After distribution to 750 schools, post-publication (summative) evaluation demonstrated a need to heavily emphasize curriculum links, and to remind teachers about resource on a regular basis. We believe that this process (from initial idea to final evaluation) provides an example of best practice in developing a practical microbiology educational resource.

Fitting the message to the location: engaging adults with antimicrobial resistance in a World War 2 air raid shelter

“…Even if asked to name ‘three things you have learned’, or similar, data acquired are still essentially quantitative/fact‐based (Redfern et al . ). Evidence of impact of an activity on the audience requires more qualitative, descriptive evaluation around engagement and perception (e.g.…”

“…Other feedback sought at events tends to reveal that events are 'interesting, informative and enjoyable' (Redfern et al 2013;Verran et al 2018), rather than providing any critical or constructive comment. Even if asked to name 'three things you have learned', or similar, data acquired are still essentially quantitative/fact-based (Redfern et al 2015). Evidence of impact of an activity on the audience requires more qualitative, descriptive evaluation around engagement and perception (e.g.…”

Growsafe: A Chemical Method to Deactivate Cultivated Microorganisms Using Low-Cost Kitchen Supplies

“…Despite the importance microorganisms have to our fundamental understanding of ecology, biodiversity, nutrient cycling, and our own health, K-12 students have limited exposure to microbiology or cultivating microorganisms (1,2). With the COVID-19 pandemic and the shift to remote learning for K-12 and postsecondary students due to school and laboratory dedensification, even fewer opportunities exist for hands-on microbiology experience.…”

“…With the COVID-19 pandemic and the shift to remote learning for K-12 and postsecondary students due to school and laboratory dedensification, even fewer opportunities exist for hands-on microbiology experience. Despite the relative ease of acquiring tools and reagents for cultivation (e.g., at-home lab kits available commercially or through educators) and the increasing amount of educational material to assist teachers with integrating microorganisms into the curriculum (1,3), safety concerns and limited equipment for aseptic technique and disposal of cultivated microorganisms prevent incorporation of hands-on microbiology experience (2,4).…”

BiOutils: an interface to connect university laboratories with microbiology classes in schools

“…In either way, fewer experiments and practical activities focused on microbiology are performed in schools than what could be the case (Redfern, Burdass and Verran 2013). In order to tackle these gaps, microbiology researchers from different academic entities have made several efforts to make microbiology more accessible and usable in the context of school classrooms (Redfern, Burdass and Verran 2015;Robertson 2015).…”