Regenerating interest in science
Zebra Fish
By Michael Spiegel
The growing field of regenerative biology has become a driving force leading innovation in the biotechnology industry.
However, the concepts within regenerative biology, which incorporates stem-cell science are difficult and challenging for the non-scientist to grasp. Most members of society are at the mercy of the mainstream media who are only able to touch upon biotechnology issues in a superficial and at times sensationalist manner.
Introducing students, teachers, and indirectly their families and friends to current scientific research, experimental models and the scientific process broadens their ability to discuss, challenge and contribute to the societal debate surrounding the life sciences.
This is critical if Australia is to respond to the growing lack of interest in science.
Last year a national science literacy poll run by The Federation of Australian Scientific and Technological Societies (FASTS) and the Australian Academy of Science returned some dismal results, with only 60 out of 1500 answering all six questions correctly.
No folks, dinosaurs and humans did not live together, the Earth takes a year to travel around the sun, not a day, and evolution IS happening now. These are hardly rocket-science questions, yet they underline the lack of science knowledge in the general public. Out of the 30 OECD countries producing university graduates with science or engineering degrees, Australia ranks 20th. We can do better.
One way to achieve this is to look beyond our existing teaching programs to countries where programs have been implemented and have a track record of success.
One such program is BioEYES.
BioEYES is the brainchild of Drs. Jamie Shuda (UPenn) and Steven Farber (Carnegie Institute of Science). Dr Shuda, her colleagues and the educators they train, teach primary and secondary students about biology using zebrafish as a model.
The transparent fish, just six centimetres long, provide a window to human genetics and a path to new regenerative medicine techniques. The program, which allows students to work with and observe developing fish for a week, fosters enthusiasm for science education, promotes interest in biology and allows all students, regardless of academic achievements, the opportunity to learn life science through a hands-on, student-centred approach.
The program has been delivered to more than 34,000 students in the US and a pilot program went out to 200 students in Australia during and after National Science Week in August, 2010.
The potential for a program like BioEYES to be incorporated into the operations of existing high-end research facilities now seems like a logical step. The Australian Regenerative Medicine Institute (ARMI) on Monash University’s Clayton campus is home to the largest zebrafish research facility in the southern hemisphere and is intimately engaged in the pursuit of scientific knowledge.
Encouraging school-aged students to become immersed in science is of eventual benefit to any research institution running such programs, and increases their chances of inspiring new scientists.
This cross-educational approach to science not only educates our students and instills the benefits of a career in science, but it also motivates researchers and graduates to continue their endeavours, safe in the knowledge that they are attracting students to futures in science.
Michael Spiegel is the co-founder of the Monash Antibody Technologies Facility (MATF) and currently Head, Strategic Development and Executive Secretary of the Leadership Advisory Committee for the Australian Regenerative Medicine Institute (ARMI). Prior to 2007 he was based at the European Molecular Biology Laboratory (EMBL) headquarters in Heidelberg, Germany and subsequently at the Monterotondo (Rome), Italy outstation.
ARMI has approached the government for funding for the BioEYES program.