Shifting Perceptions about Microbes and Scientists: Reflections on Activities with High School Students

Area of Science:

• Microbiology education
• Science communication
• Stereotype threat in STEM

Background:

• Student engagement in science is crucial for knowledge acquisition and interest in scientific careers.
• Negative stereotypes about scientific fields can hinder appreciation of nuanced scientific findings, such as the dual role of microbes.
• Educational interventions are needed to address misconceptions about microbes and scientists.

Purpose of the Study:

• To describe three curriculum activities designed to enhance students' understanding of microbes (both pathogenic and beneficial) and perceptions of scientists.
• To evaluate the impact of these activities on students' knowledge of microbial agents and their views on who scientists are.

Main Methods:

• Activity 1: Students identified disease-causing microbes using labeled stuffed models and a matching activity, followed by a bingo review.
• Activity 2: Students learned about beneficial microbes through a video, slideshow, and guided discussion.
• Activity 3: Students participated in a scavenger hunt featuring diverse scientists' profiles to challenge stereotypes.

Main Results:

• Post-activity assessments showed students could name more beneficial and disease-causing microbial agents.
• A greater number of students described scientists using positive, less stereotyped language after the activities.
• Students reported enjoyment and increased engagement with the science curriculum.

Conclusions:

• The described curriculum activities effectively improved students' knowledge of microbes and positively influenced their perceptions of scientists.
• These interventions offer a scalable model for enhancing science education and combating stereotypes in diverse student populations.
• Further research can explore adapting these methods for other scientific topics and age groups.