From Curriculum to Engagement: Strengthening Microbiology Education in Secondary Schools
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| Title: | From Curriculum to Engagement: Strengthening Microbiology Education in Secondary Schools |
|---|---|
| Language: | English |
| Authors: | Lara Raquel Pinto Amorim (ORCID |
| Source: | Journal of Microbiology & Biology Education. 2025 26(2). |
| Availability: | American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education |
| Descriptors: | Microbiology, Science Education, Science Curriculum, Secondary School Curriculum, Comparative Analysis, Cross Cultural Studies, Foreign Countries, Biological Sciences |
| Geographic Terms: | Portugal, Spain, France |
| ISSN: | 1935-7877 1935-7885 |
| Abstract: | Raising citizens' awareness of the importance of microbiology in everyday life is crucial, especially considering the recent societal challenges such as emerging diseases or antibiotic resistance. Integrating this awareness into secondary education is essential, yet teaching microbiology requires alignment with national curricula. To evaluate how microbiology is incorporated into education, we analyzed and compared the life sciences/biology curricula of Portuguese, Spanish, and French secondary schools. Our findings reveal significant differences in how microorganisms, their functions, and applications are addressed. We highlight aspects of the Spanish and French curricula that could enhance microbiology education in Portugal, as well as challenges in including microbiology into existing curricula. Additionally, we review the state of the art of microbiology education, including ongoing initiatives aimed at supporting both teachers and students. To strengthen student engagement, we propose stronger collaboration between academia--comprising professors, researchers, and master's/PhD students--schools, and science communication institutions. In this context, we present the conceptual framework of the EduBiota program, designed for Portuguese students/teachers and citizens, with a focus on the human microbiota. The program offers a combination of state-of-the-art knowledge, in-person and online, resources, and mini projects led by university students and researchers, ensuring accessibility and relevance for both schools and the broader community. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481759 |
| Database: | ERIC |
| Abstract: | Raising citizens' awareness of the importance of microbiology in everyday life is crucial, especially considering the recent societal challenges such as emerging diseases or antibiotic resistance. Integrating this awareness into secondary education is essential, yet teaching microbiology requires alignment with national curricula. To evaluate how microbiology is incorporated into education, we analyzed and compared the life sciences/biology curricula of Portuguese, Spanish, and French secondary schools. Our findings reveal significant differences in how microorganisms, their functions, and applications are addressed. We highlight aspects of the Spanish and French curricula that could enhance microbiology education in Portugal, as well as challenges in including microbiology into existing curricula. Additionally, we review the state of the art of microbiology education, including ongoing initiatives aimed at supporting both teachers and students. To strengthen student engagement, we propose stronger collaboration between academia--comprising professors, researchers, and master's/PhD students--schools, and science communication institutions. In this context, we present the conceptual framework of the EduBiota program, designed for Portuguese students/teachers and citizens, with a focus on the human microbiota. The program offers a combination of state-of-the-art knowledge, in-person and online, resources, and mini projects led by university students and researchers, ensuring accessibility and relevance for both schools and the broader community. |
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| ISSN: | 1935-7877 1935-7885 |
