ArticleIntegrative organismal biology (Oxford, England)2026
Shifting Perceptions about Microbes and Scientists: Reflections on Activities with High School Students.
Article in Integrative organismal biology (Oxford, England), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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4 authors.
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Abstract
Engaging students in science influences not only their knowledge but also their interest in becoming part of a scientific community. Where people hold negatively stereotyped views, they are unlikely to appreciate communications of nuanced findings, e.g., that the category of "microbes" is composed of both disease-causing and good/useful agents. This curriculum article describes three activities that could help students consider positive and negative microbial agents and who does science. The first activity aims to help students learn about disease-causing microbes. Here, 25 stuffed microbes were placed around the room with labels. Students were given a handout with a matching activity that they could complete by reviewing the labels on the stuffed microbes. Students were encouraged to explore, learn, and record their answers in small groups. To go over the results, students generated a bingo board and reviewed the answers with the instructor. The second activity focused on good/useful microbes. Here, students watched a video and a slideshow, and discussions about microbes involved in a range of useful and often health-promoting functions. The third activity introduced a diverse range of living scientists. Here, pictures of 12 living scientists were posted in a hallway with stories. Students engaged in a scavenger hunt that prompted them to find key features within these posters and solve a word puzzle. Students filled out assessments before and after the activities, asking about how many disease-causing agents they knew, how many good/useful agents they knew, and how they would describe a scientist. After the activities, students reported being able to name more bad and good/useful microbial agents. Additionally, more students described scientists with positive stereotyping language. Students expressed that they enjoyed the activities. Thus, engaging students in these three activities can shift self-reported knowledge about microbes and perceptions about scientists in a positive direction. Our discussion explores how these activities could translate to other student populations or scientific topics.
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Registered trials
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