Investing in the STEM workforce: microbiological safety in Australian secondary schools
Megan Lloyd
A * , Teresa Gigengack B , Rita Steffe B and Priscilla Johanesen C
A School of Biomedical Sciences, University of Western Australia, QEII Medical Centre, Nedlands, WA, Australia.
B Science Australian School Science Information Support for Teachers and Technicians (Science ASSIST), Australian Science Teachers Association (ASTA), Deakin West, ACT, Australia.
C Department of Microbiology, Monash Biomedicine Discovery Institute, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Vic., Australia.
Dr Megan Lloyd is an Adjunct Lecturer at the School of Biomedical Sciences, University of Western Australia and is a past Convenor of the Education Special Interest Group (EdSIG) of ASM. |
Teresa Gigengack is the manager of Science ASSIST and has more than 25 years’ experience in supporting practical activities in school science. |
Rita Steffe is an advisor for Science ASSIST (ASTA), a part-time teacher for NSW TAFE and a laboratory technician in secondary school science. She previously worked as a senior technical officer in the Department of Infectious Diseases at the University of Sydney. |
Prof. Priscilla Johanesen is an education-focussed academic in the Department of Microbiology and the Associate Dean, Research Training, Faculty of Medicine, Nursing and Health Sciences at Monash University. Priscilla is a past Convenor of EdSIG. |
Microbiology Australia 44(3) 152-155 https://doi.org/10.1071/MA23044
Submitted: 14 June 2023 Accepted: 25 July 2023 Published: 4 August 2023
© 2023 The Author(s) (or their employer(s)). Published by CSIRO Publishing on behalf of the ASM. This is an open access article distributed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND)
Abstract
Microbiology is increasingly being incorporated into secondary school biology curricula, an important component of science technology engineering and mathematics (STEM) training. The microbiological competency of teachers and the availability of skilled laboratory technicians that understand the risks involved and the reasoning behind restrictions to protocols is vital for the safe execution of microbiology experiments in secondary schools. The addition of gene-modification experiments to microbiology curricula increases the complexity of experimental set-up and potentially exacerbates existing deficiencies in laboratory technique and disinfection practice. There is currently no targeted national program to up-skill school science teachers or laboratory technicians, which can leave these staff in vulnerable positions if they are asked to co-ordinate experiments that are beyond their expertise. It is important that such training is available, preferably as part of well-planned professional development and that continued online support is provided to answer questions swiftly and assist STEM school staff to conduct microbiology experiments safely. Improved integration between universities and high schools can be beneficial in this regard, not only in the safe teaching of microbiology in schools, but also in collaborative links formed between secondary schools and universities.
Keywords: genetically modified organisms, laboratory technicians, online assistance, student learning, student safety, teacher training, technician training.
References
[1] Standards Australia Limited, Standards New Zealand (2022) Safety in Laboratories Part 3: Microbiological safety and containment: AS/NZS 2243.3.[2] World Health Organization (2004) Laboratory Biosafety Manual, 3rd edn. World Health Organization. https://www.who.int/publications/i/item/9241546506
[3] Timmis, K et al.. (2019) The urgent need for microbiology literacy in society. Environ Microbiol 21, 1513–1528.
| The urgent need for microbiology literacy in society.Crossref | GoogleScholarGoogle Scholar |
[4] Lloyd ML, Berry JA (2022) Chapter 5 – Improving public understanding of microorganisms by integrating microbiology concepts into science teaching throughout the education system. In Importance of Microbiology Teaching and Microbial Resource Management for Sustainable Futures (Kurtböke İ, ed.). pp. 107–133. Academic Press.
[5] Redfern, J et al.. (2013) Practical microbiology in schools: a survey of UK teachers. Trends Microbiol 21, 557–559.
| Practical microbiology in schools: a survey of UK teachers.Crossref | GoogleScholarGoogle Scholar |
[6] Emmert, EAB (2013) Biosafety guidelines for handling microorganisms in the teaching laboratory: development and rationale. J Microbiol Biol Educ 14, 78–83.
| Biosafety guidelines for handling microorganisms in the teaching laboratory: development and rationale.Crossref | GoogleScholarGoogle Scholar |
[7] Mazur, LJ and Kim, J (2006) Spectrum of noninfectious health effects from molds. Pediatrics 118, e1909–e1926.
| Spectrum of noninfectious health effects from molds.Crossref | GoogleScholarGoogle Scholar |
[8] Shana, Z and Abulibdeh, ES (2020) Science practical work and its impact on students’ science achievement. J Technol Sci Educ 10, 199–215.
| Science practical work and its impact on students’ science achievement.Crossref | GoogleScholarGoogle Scholar |
[9] Needham, R (2014) The contribution of practical work to the science curriculum. Sch Sci Rev 95, 63–69.
[10] Lee, JYH et al.. (2018) Global spread of three multidrug-resistant lineages of Staphylococcus epidermidis. Nat Microbiol 3, 1175–1185.
| Global spread of three multidrug-resistant lineages of Staphylococcus epidermidis.Crossref | GoogleScholarGoogle Scholar |
[11] Office of the Gene Technology Regulator (2021) GM Kits in Schools, Version 3 edn. Australian Government Department of Health.
[12] Science Assist (2017). Guidelines for best practice for microbiology in Australian Schools. Australian Science Teachers Association. https://assist.asta.edu.au/resource/4196/guidelines-best-practice-microbiology-australian-schools
