Development of a Freeze-Dried CRISPR-Cas12 Sensor for Detecting Wolbachia in the Secondary Science Classroom

Training the future synthetic biology workforce requires opportunity and exposure to biotechnology concepts and activities in secondary education. Detecting Wolbachia bacteria in arthropods using PCR has become a common way for secondary students to investigate and apply DNA technology in the science classroom. Despite this framework, cutting-edge biotechnologies like CRISPR-based diagnostics have yet to be widely implemented in the classroom. To address this gap, we present a freeze-dried CRISPR-Cas12 sensing reaction to complement traditional DNA technology education and teach synthetic biology concepts. The reactions accurately detect Wolbachia from arthropod-derived PCR samples in under 2 hours and can be stored at room temperature for over a month without appreciable degradation. The reactions are easy-to-use and cost less than $40 to implement for a classroom of 22 students including the cost of reusable equipment. We see this technology as an accessible way to incorporate synthetic biology education into existing biology curriculum, which will expand biology educational opportunities in science, technology, engineering, and mathematics (STEM) education.

Download Full-text

Description and evaluation of an inservice model for implementation of a learning cycle approach in the secondary science classroom

Science Education ◽

10.1002/sce.3730690405 ◽

1985 ◽

Vol 69 (4) ◽

pp. 491-500 ◽

Cited By ~ 2

Author(s):

Anne S. Lombard ◽

Richard D. Konicek ◽

Klaus Schultz

Keyword(s):

Science Classroom ◽

Secondary Science ◽

Learning Cycle

Download Full-text

‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom

International Journal of Bilingual Education and Bilingualism ◽

10.1080/13670050.2014.988113 ◽

2014 ◽

Vol 18 (3) ◽

pp. 289-305 ◽

Cited By ~ 35

Author(s):

Angel M.Y. Lin ◽

Yanming Wu

Keyword(s):

Science Classroom ◽

Secondary Science ◽

Junior Secondary

Download Full-text

Using cloud-computing applications to support collaborative scientific inquiry: Examining pre-service teachers’ perceived barriers towards integration / Utilisation d'applications infonuagiques pour appuyer la recherche scientifique collaborative

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/t2101p ◽

2013 ◽

Vol 39 (3) ◽

Author(s):

Joel Donna ◽

Brant G Miller

Keyword(s):

Cloud Computing ◽

Science Classroom ◽

Perceived Barriers ◽

Secondary Science ◽

Social Loafing ◽

Face To Face ◽

First Order ◽

Teachers Beliefs ◽

Futurs Enseignants ◽

Community Cloud

Technology plays a crucial role in facilitating collaboration within the scientific community. Cloud-computing applications can be used to model such collaboration and support inquiry within the secondary science classroom. Little is known about pre-service teachers’ beliefs related to the envisioned use of this technology in their teaching. These beliefs may influence future integration. This study finds several first-order barriers, such as perceptions that these tools would take too much time to use. Second-order barriers include perceptions that this technology would not promote face-to-face collaboration skills, would create social loafing situations, and beliefs that the technology does not help students understand the nature of science. Suggestions for mitigating these barriers within pre-service education technology courses are discussed. La technologie joue un rôle essentiel pour faciliter la collaboration au sein de la communauté scientifique. Les applications infonuagiques telles que Google Drive peuvent être utilisées pour donner forme à ce type de collaboration et pour appuyer le questionnement dans les cours de sciences du secondaire. On connaît pourtant peu les opinions que se font les futurs enseignants d’une telle utilisation des technologies collaboratives infonuagiques. Or, ces opinions pourraient influencer l’intégration future de ces technologies en salle de classe. Cette étude révèle plusieurs obstacles de premier plan, comme l’idée que l’utilisation de ces outils informatiques prend trop de temps. Parmi les obstacles de second plan, on note les perceptions selon lesquelles cette technologie ne promeut pas les compétences collaboratives de personne à personne, pose des problèmes de gestion de classe et n'aide pas les étudiants à comprendre la nature de la science. Des suggestions sont proposées pour atténuer ces obstacles dans les cours de technologie des programmes d’éducation.

Download Full-text