Abstract:
We have recently argued that, because microbes
have pervasive – often vital – influences on our
lives, and that therefore their roles must be taken
into account in many of the decisions we face, soci ety must become microbiology-literate, through the
introduction of relevant microbiology topics in
school curricula (Timmis et al. 2019. Environ Micro biol 21: 1513-1528). The current coronavirus pan demic is a stark example of why microbiology
literacy is such a crucial enabler of informed policy
decisions, particularly those involving preparedness
of public-health systems for disease outbreaks and
pandemics. However, a significant barrier to attain ing widespread appreciation of microbial contribu tions to our well-being and that of the planet is the
fact that microbes are seldom visible: most people
are only peripherally aware of them, except when
they fall ill with an infection. And it is disease, rather
than all of the positive activities mediated by
microbes, that colours public perception of ‘germs’
and endows them with their poor image. It is impera tive to render microbes visible, to give them life and
form for children (and adults), and to counter preva lent misconceptions, through exposure to imagina tion-capturing images of microbes and examples of
their beneficial outputs, accompanied by a balanced
narrative. This will engender automatic mental asso ciations between everyday information inputs, as
well as visual, olfactory and tactile experiences, on
the one hand, and the responsible microbes/micro bial communities, on the other hand. Such associa tions, in turn, will promote awareness of microbes
and of the many positive and vital consequences of
their actions, and facilitate and encourage incorpora tion of such consequences into relevant decision making processes. While teaching microbiology
topics in primary and secondary school is key to
this objective, a strategic programme to expose chil dren directly and personally to natural and managed
microbial processes, and the results of their actions,
through carefully planned class excursions to local
venues, can be instrumental in bringing microbes to
life for children and, collaterally, their families. In
order to encourage the embedding of microbiology centric class excursions in current curricula, we sug gest and illustrate here some possibilities relating to
the topics of food (a favourite pre-occupation of
most children), agriculture (together with horticulture
and aquaculture), health and medicine, the environ ment and biotechnology. And, although not all of the
microbially relevant infrastructure will be within
reach of schools, there is usually access to a mar ket, local food store, wastewater treatment plant,
farm, surface water body, etc., all of which can pro vide opportunities to explore microbiology in action.
If children sometimes consider the present to be
mundane, even boring, they are usually excited with
both the past and the future so, where possible, vis its to local museums (the past) and research institu tions advancing knowledge frontiers (the future)
are strongly recommended, as is a tapping into the
natural enthusiasm of local researchers to leverage
the educational value of excursions and virtual
excursions. Children are also fascinated by the
unknown, so, paradoxically, the invisibility of
microbes makes them especially fascinating objects
for visualization and exploration. In outlining some
of the options for microbiology excursions, provid ing suggestions for discussion topics and consider ing their educational value, we strive to extend the
vistas of current class excursions and to: (i) inspire
teachers and school managers to incorporate more
microbiology excursions into curricula; (ii) encour age microbiologists to support school excursions
and generally get involved in bringing microbes to
life for children; (iii) urge leaders of organizations
(biopharma, food industries, universities, etc.) to
give school outreach activities a more prominent
place in their mission portfolios, and (iv) convey to
policymakers the benefits of providing schools with
funds, materials and flexibility for educational
endeavours beyond the classroom
J, M (2024). Visualizing the invisible: class excursions to ignite children’s enthusiasm for microbes. Afribary. Retrieved from https://track.afribary.com/works/visualizing-the-invisible-class-excursions-to-ignite-children-s-enthusiasm-for-microbes
J, McGenity "Visualizing the invisible: class excursions to ignite children’s enthusiasm for microbes" Afribary. Afribary, 12 Apr. 2024, https://track.afribary.com/works/visualizing-the-invisible-class-excursions-to-ignite-children-s-enthusiasm-for-microbes. Accessed 24 Dec. 2024.
J, McGenity . "Visualizing the invisible: class excursions to ignite children’s enthusiasm for microbes". Afribary, Afribary, 12 Apr. 2024. Web. 24 Dec. 2024. < https://track.afribary.com/works/visualizing-the-invisible-class-excursions-to-ignite-children-s-enthusiasm-for-microbes >.
J, McGenity . "Visualizing the invisible: class excursions to ignite children’s enthusiasm for microbes" Afribary (2024). Accessed December 24, 2024. https://track.afribary.com/works/visualizing-the-invisible-class-excursions-to-ignite-children-s-enthusiasm-for-microbes