Zebrafish as a model system for environmental health studies in the grade 9-12 classroom

A cognitive and sensory approach based on workshops using the zebrafish model promotes the discovery of life sciences in the classroom

The main objective of the ZebraCool programme was to create a positive attitude and curiosity towards science by bringing experimental activities within schools using an introductory cognitive and sensory approach. This innovative programme was offered at all levels of primary and secondary education including vocational high schools. Thematic workshops can be carried out on various themes such as comparative anatomy and embryology, molecular biology and evolution, or toxicology and endocrine disruptors. They were on an ad hoc basis or as part of an annual school project using zebrafish as a model. This animal was a very attractive entry point for the educator to motivate students to appreciate biology, in particular in the field of molecular biology and evolution. For each practical workshop, the student was an actor in his/her learning, which was intended to arouse the curiosity and desire to understand and learn. The programme was based on close collaboration between class teachers and programme educators to adapt workshops' content to the school curriculum. Students conducted their own experiments, formulated and tested hypotheses, learned laboratory techniques, collected, and analysed data. ZebraCool scientific activities fell within a conceptual framework of evolutionary biology through which participants perceived their own inner fish through the comparison of biological processes between humans and zebrafish.

Effect of pH on Development of the Zebrafish Inner Ear and Lateral Line: Comparisons between High School and University Settings

Increasing carbon dioxide levels associated with climate change will likely have a devastating effect on aquatic ecosystems. Aquatic environments sequester carbon dioxide, resulting in acidic conditions that can negatively affect fish development. Increasing climate change impacts in the coming decades will have an outsized effect on younger generations. Therefore, our research had two interconnected goals: 1) understand how aquatic acidification affects the development of zebrafish, and 2) support a high school scientist's ability to address environmental questions of increasing importance to her generation. Working with teachers and other mentors, the first author designed and conducted the research, first in her high school, then in a university research laboratory. Zebrafish embryos were reared in varying pH conditions (6.7-8.2) for up to 7 days. We assessed fish length and development of the inner ear, including the otoliths; structures that depend on calcium carbonate for proper development. Although pH did not affect fish length, fish reared in pH 7.75 had smaller anterior otoliths, showing that pH can impact zebrafish ear development. Furthermore, we demonstrate how zebrafish may be used for high school students to pursue open-ended questions using different levels of available resources.

Bringing Real Inquiry-Based Science to Diverse Secondary Educational Environments: A Virtual Zebrafish Laboratory to Investigate Environmental Health

The goal of the University of Wisconsin-Milwaukee WInSTEP SEPA program is to provide valuable and relevant research experiences to students and instructors in diverse secondary educational settings. Introducing an online experience allows the expansion of a proven instructional research program to a national scale and removes many common barriers. These can include lack of access to zebrafish embryos, laboratory equipment, and modern classroom facilities, which often deny disadvantaged and underrepresented students from urban and rural school districts valuable inquiry-based learning opportunities. An online repository of zebrafish embryo imagery was developed in the Carvan laboratory to assess the effects of environmental chemicals. The WInSTEP SEPA program expanded its use as an accessible online tool, complementing the existing classroom experience of our zebrafish module. This virtual laboratory environment contains images of zebrafish embryos grown in the presence of environmental toxicants (ethanol, caffeine, and nicotine), allowing students to collect data on 19 anatomical endpoints and generate significant amounts of data related to developmental toxicology and environmental health. This virtual laboratory offers students and instructors the choice of data sets that differ in the independent variables of chemical concentration and duration of postfertilization exposure. This enables students considerable flexibility in establishing their own experimental design to match the curriculum needs of each instructor.

Fish in a Dish: Using Zebrafish in Authentic Science Research Experiences for Under-represented High School Students from West Virginia

Early research experiences positively affect students' interest in STEM careers, and develop practical science and critical thinking skills. However, outreach opportunities are not equally accessible for all students. In states like West Virginia, where many students live in rural Appalachian communities, opportunities for engaging in STEM experiences are limited. In addition, rural teachers may not be equipped to provide authentic research experiences for students due to lack of resources or support. For many students in West Virginia, the Health Sciences and Technology Academy (HSTA) is a major opportunity for STEM engagement. Since its inception in 1998, HSTA has spread to 26 of 55 counties in West Virginia. The program recruits first-generation, low-socioeconomic status, rurally living, and African American high school students who are under-represented in STEM fields. Our research laboratory partnered with HSTA to implement an innovative, hands-on research camp using zebrafish for students participating in their annual junior-level biomedical sciences summer camp. Our camp was held in-person and adapted to an online format during the Covid-19 pandemic. We used pre-post surveys in both camps to assess impacts on science confidence and to collect information about general perceptions of zebrafish, research, and STEM fields. We found that students participating in the in-person and online camps experienced similar overall gains in science confidence. We also identified strong interest in zebrafish, research, and STEM degrees among online students. Online students did not prefer virtual learning experiences; however, they still enjoyed our camp. We also surveyed high school teachers volunteering for HSTA to identify factors that would encourage use of zebrafish in classrooms. The most prominent needs include classroom supplies, experience, and funding. Our successful science-education partnership demonstrates that zebrafish research experiences foster positive outcomes for under-represented students, and can inform future outreach efforts and collaborations with teachers.

Integrating Cardiovascular Engineering and Biofluid Mechanics in High School Science, Technology, Engineering, and Mathematics Education: An Experiential Approach

Science, technology, engineering, and mathematics (STEM) education workshops and programs play a key role in promoting early exposure to scientific applications and questions. Such early engagement leads to growing not only passion and interest in science, but it also leads to skill development through hands-on learning and critical thinking activities. Integrating physiology and engineering together is necessary especially to promote health technology awareness and introduce the young generation to areas where innovation is needed and where there is no separation between health-related matters and engineering methods and applications. To achieve this, we created a workshop aimed at K-12 (grades 9-11) students as part of the Summer Youth Programs at Michigan Technological University. The aim of this workshop was to expose students to how engineering concepts and methods translate into health- and medicine-related applications and cases. The program consisted of a total of 15 h and was divided into three sections over a period of 2 weeks. It involved a combination of theoretical and hands-on guided activities that we developed. At the end of the workshop, the students were provided a lesson or activity-specific assessment sheet and a whole workshop-specific assessment sheet to complete. They rated the programs along a 1-5 Likert scale and provided comments and feedback on what can be improved in the future. Students rated hands-on activities the highest in comparison with case studies and individual independent research. Conclusively, this STEM summer-youth program was a successful experience with many opportunities that will contribute to the continued improvement of the workshop in the future.

Acute toxicity of eucalyptus leachate tannins to zebrafish and the mitigation effect of Fe3+ on tannin toxicity

Fish ponds polluted by the black water of eucalyptus forests (formed by the complexation of eucalyptus tannins with Fe³⁺) have experienced fish deaths. However, the toxicity of the components of black water is still unclear. To study the acute toxicities of eucalyptus leachate tannins to fish, their changes in the presence of Fe³⁺, and the underlying mechanisms, the static bioassay test method was adopted for acute exposure testing of zebrafish. Zebrafish were exposed to three kinds of tannins, namely, tannic acid (TA), epigallocatechin gallate (EGCG) and tannins from fresh eucalyptus leaf leacheate (TFL), and to solutions of these tannins with different molar ratios of Fe³⁺, under both no-aeration and aeration conditions. The results showed that the 48 h LC50 values of TA, EGCG and TFL were respectively 92, 47, and 186 mg·L^-1, under no aeration, and 171, 86, and 452 mg·L^-1 under aeration. When Fe³⁺ at 2, 1, and 6 times the molar amount of tannin was added to LC100 solutions of TA, EGCG and TFL, zebrafish mortality in 24 h was reduced to 0-33%. Acute fish death in eucalyptus plantation areas is related to high concentrations of eucalyptus tannins in the water. However, with increasing dissolved oxygen and Fe³⁺ levels, the acute toxicity of tannins to fish can be reduced. Thus, the black water in eucalyptus plantation areas reflects a water quality phenomenon that reduces the acute toxicity of eucalyptus tannins to fish. The mechanism of tannin toxicity to fish may be related to the impairment of oxygen delivery by fish blood, but the mechanism needs further study. These results provide a scientific basis for the prevention and control of fish suffering from acute eucalyptus tannin poisoning in eucalyptus plantation areas and for the protection of water resources.

Zebrafish Beyond the Bench: The 'Plataforma Zebrafish Open Doors' Programme

The Butantan Institute is a pioneering Brazilian health sciences institution, which also houses a large science park with museums that contribute to ongoing science education for schools and the wider community. In recent years, as part of Butantan Institute's Plataforma Zebrafish™, zebrafish embryos have been used for the dissemination of scientific knowledge during on-site events and as part of outreach campaigns to non-scientific audiences, mostly children. The aim of this work is mainly to demystify the activities of the scientific researcher, highlight the role of science in the furthering of knowledge, and increase public interest and confidence in science. In this article, the Institute's 'Plataforma Zebrafish Open Doors' programme is described, which offered guided tours of the laboratory facilities. The tours gave visitors the opportunity to observe zebrafish research and embryo development, and to use the knowledge gained from this experience as a framework for understanding fundamental ethical issues. During the 2-day event, around 800 visitors (most of them school-age children) attended. Together with the guided tours, our experience of outreach offered meaningful opportunities to bring children and members of the public closer to science and 'real-life' scientists, hopefully inspiring and encouraging the next generation of scientists. It also gave the scientists an opportunity to engage more closely with wider society. We believe that these activities also substantially contribute to the wider dissemination of relevant experimental results that have been obtained with public funding and that impact society in general.

Meeting the COVID Challenge to a Research-intensive Pre-college Science Education Program

The objective of our program is to foster and facilitate authentic research experiences in middle and high school classrooms. We achieve this directly by providing students with a complete experience in scientific experimentation and communication. The centerpiece is a set of experiment modules which students use to investigate the effects of toxic chemicals on living organisms through the use of model organisms such as the earthworm, fathead minnow, and the zebrafish, and chemical contaminants commonly found in the environment. In parallel, we partner with the University of Wisconsin-Milwaukee science teacher certification program to prepare pre-service teachers to offer real research experiences in their future classrooms. With the COVID virus restricting or eliminating in-person learning, the program's challenge was (i) to create new ways to conduct experiments virtually that retain elements of the authentic research experience and (ii) to move all of the accompanying facets of the program to online formats. This paper will describe the new online materials and activities that were introduced this past year as well as the challenges they presented and the opportunities that they offer for the future.

Using Zebrafish to Bring Hands-On Laboratory Experiences to Urban Classrooms

Zebrafish are widely used as a model organism for research. Zebrafish embryos are also a useful resource for teaching students about vertebrate development. Here we describe a collaboration between two high school teachers and two university professors that used zebrafish to bring hands-on laboratory experiences to inner-city students, with the aim of increasing tangibility, and improving student understanding and retention, of several fundamental scientific concepts, such as the scientific method, cell division, mitosis, and Mendelian genetics. We describe and provide supporting material for each of the four laboratory modules that we developed. We also discuss the obstacles that we encountered and include suggestions of ways to overcome these. This collaboration provides an example of how high school teachers with very little zebrafish experience can gain the knowledge and confidence to develop and implement modules such as these in a relatively short period of time. Owing to the wide availability of zebrafish resources, these laboratories should provide a useful resource for other teachers who are interested in integrating more hands-on, inquiry-based investigations using live animals into their classes. We also hope to encourage other zebrafish researchers to collaborate with local teachers in similar projects.

Medical School Anatomy and Pathology Workshops for High School Students Enhance Learning and Provide Inspiration for Careers in Medicine

“Anatomy and Pathology Workshop” is a cadaver-based outreach program that models medical education to large groups of high school students. This study was designed to evaluate the impact of this program on students’ knowledge of anatomy and interest in biomedical science. A total of 144 high school students participated in the workshop in 2015. Preworkshop and postworkshop assessments were administered to assess students’ learning. A postworkshop survey was conducted to solicit students’ reflections and feedback. It was found that student performance in the postworkshop examination (mean 78%) had significantly improved when compared to the performance in the preexamination (mean 54%), indicating that this program enhances learning. Students were also inspired to consider opportunities in medicine and allied health professions—97% indicated that they had a better understanding of medical education; 95% agreed that they had better understanding of the human body; 84% thought anatomy was interesting and exciting; and 62% of the students indicated that they looked forward to studying medicine or another health profession. Students rated the instructors highly—95% agreed that the instructors were professional and served as role models. Medical/graduate student instructors were also highly regarded by the high school students—96% thought it was valuable to have student instructors and 94% thought that student instructors were caring and enthusiastic about teaching. In summary, this study demonstrates that outreach programs provided by medical schools help young adults during their formative years by modeling professionalism, providing role models, enhancing learning, and encouraging many to consider opportunities in the health professions.

Using Zebrafish to Implement a Course-Based Undergraduate Research Experience to Study Teratogenesis in Two Biology Laboratory Courses

A course-based undergraduate research experience (CURE) spanning three semesters was introduced into freshman and sophomore biology classes, with the hypothesis that participation in a CURE affects skills in research, communication, and collaboration, which may help students persist in science. Student research projects were centered on the hypothesis that nicotine and caffeine exposure during early development affects gastrulation and heart development in zebrafish. First, freshmen generated original data showing distinct effects of embryonic nicotine and caffeine exposure on zebrafish heart development and function. Next, Cell Biology laboratory students continued the CURE studies and identified novel teratogenic effects of nicotine and caffeine during gastrulation. Finally, new freshmen continued the CURE research, examining additional toxicant effects on development. Students designed new protocols, made measurements, presented results, and generated high-quality preliminary data that were studied in successive semesters. By implementing this project, the CURE extended faculty research and provided a scalable model to address national goals to involve more undergraduates in authentic scientific research. In addition, student survey results support the hypothesis that CUREs provide significant gains in student ability to (1) design experiments, (2) analyze data, and (3) make scientific presentations, translating into high student satisfaction and enhanced learning.