Exploring Microbiology and Biotechnologies: A Laboratory Approach to the Study of Yeasts and Bacteria in Primary School

Abstract

The present work consists in an experimental research based on teaching and learning Biology in primary school. The aims of this research are two. First, it wants to support the current scientific evidence that underlines the effectiveness of laboratory didactics. Secondly, it aims to prove that this method makes it possible to deal with several topics which are not currently mentioned in the Italian Guidelines. Nowadays, scientific evidence demonstrates that laboratory didactics has a stronger impact on lifelong learning than traditional didactic approaches, based on frontal lessons only. The epistemological and methodological structure is clear: Science, especially Biology, should not just be taught for their products (concepts, theories, innovations,) but also, and especially, for their processes. Therefore, laboratory activities, conducted through experimental methods, represent one of the best resources in order to develop problem-solving skills, which underline a scientific mind. In the laboratory, every question or curiosity opens to new discoveries. In this way students gradually come to formalize their scientific knowledge. The teacher's role is to suspend his immediate explanation. He should be able to support spontaneous questions by students and the possibility to make hypothesis based on their naive theories. Starting from children's curiosity, it also makes possible to consider aspects that really intrigue them but which are usually omitted by school programs, as they are considered too "far" from pupils' actual cognitive ability. Children, unlike adults, do not tend to take anything for granted and are fascinated and intrigued by everything is around them, regardless of its hypothetical complexity. For this reason, teaching Biology in this way means to support students' intrinsic motivation, giving them not only scientific notions, but also concrete answers with practical implications in their daily lives. In this research, we followed children's interest for the microscopic world and we treated microbiology and its biotechnological applications in food industry. We started from bread and yogurt productions, which are very close to students' reality, in order to introduce the topic of biotechnological applications using yeast (Saccharomyces cerevisiae) and bacteria (Streptococcus termophilus and Lactobacillus bulgaricus). It was surprising for children to "discover" that the dough of a bakery product or a dairy product is actually a living material. As a matter of fact, the billion cells of living microorganisms, the yeasts and the bacteria, are in fact the protagonists of fermentation processes. In conclusion, considering the outcomes of our research, it is clear that the educational implications of laboratory didactics are very significant and therefore not negligible. Moreover, this work would be an exhortation to teachers to use this method and to become a potential changing agent.

Sustainable Food: An Innovative Approach Based on the Assessment for Learning Method in Secondary Schools

“…In the World and European scene, many studies analyzed what are the most significant approaches to improve the learning capacity (Gaiotto et al, 2013(Gaiotto et al, , 2020Tonon et al, 2013Tonon et al, , 2020Pavan and Santovito, Proceedings of INTCESS 20218th International Conference on Education and Education of Social Sciences 18-19 January, 2021Zandonella Necca et al, 2014;Toninato and Santovito, 2015;Trevisan and Santovito, 2015;Gaiotto and Santovito, 2016;Rossi and Santovito, 2016;Capparotto et al, 2017;Favaron et al, 2017;Lago et al, 2017;Meneghetti et al, 2017;Barbacovi et al, 2018;Fassinato et al, 2018;Forlin et al, 2018;Grando et al, 2018aGrando et al, , 2018bTura et al, 2018;Chiesa et al, 2019;Gallina et al, 2019;Lui et al, 2019;Palmieri et al, 2019;Bortolami et a., 2020;Corbolino et al, 2020;Fabris et al, 2020;Zanata and Santovito, 2020). Nevertheless, these practices were found not to be used in Italian schools.…”

Microorganisms in the Alimentation in Primary School: The Laboratory Didactics in the Teaching - Learning Processes of Life Sciences

“…In the World and the European scene, many studies analyzed the most significant approaches to improve the teaching of science (Gaiotto et al, 2013(Gaiotto et al, , 2020Tonon et al, 2013Tonon et al, , 2020Pavan and Santovito, 2014;Zandonella Necca et al, 2014;Toninato and Santovito, 2015;Trevisan and Santovito, 2015;Gaiotto and Santovito, 2016;Rossi and Santovito, 2016;Capparotto et al, 2017;Favaron et al, 2017;Lago et al, 2017;Meneghetti et al, 2017;Barbacovi et al, 2018;Fassinato et al, 2018;Forlin et al, 2018;Grando et al, 2018aGrando et al, , 2018bTura et al, 2018;Chiesa et al, 2019;Gallina et al, 2019;Lui et al, 2019;Palmieri et al, 2019;Bortolami et a., 2020;Corbolino et al, 2020;Fabris et al, 2020;Zanata and Santovito, 2020). Nevertheless, these practices were found not to be used in Italian schools.…”

Sustainable Food: An Innovative Approach Based on the Assessment for Learning Method in Secondary Schools

“…In the World and European scene, many studies analyzed what are the most significant approaches to improve the learning capacity (Gaiotto et al, 2013(Gaiotto et al, , 2020Tonon et al, 2013Tonon et al, , 2020Pavan and Santovito, 2014;Zandonella Necca et al, 2014;Toninato and Santovito, 2015;Trevisan and Santovito, 2015;Gaiotto and Santovito, 2016;Rossi and Santovito, 2016;Capparotto et al, 2017;Favaron et al, 2017;Lago et al, 2017;Meneghetti et al, 2017;Barbacovi et al, 2018;Fassinato et al, 2018;Forlin et al, 2018;Grando et al, 2018aGrando et al, , 2018bTura et al, 2018;Chiesa et al, 2019;Gallina et al, 2019;Lui et al, 2019;Palmieri et al, 2019;Bortolami et a., 2020;Corbolino et al, 2020;Fabris et al, 2020;Zanata and Santovito, 2020). Nevertheless, these practices were found not to be used in Italian schools.…”