European Challenges in Modern Genetic and Epigenetic Erasmus Project

Project Title

European Challenges in Modern Genetic and Epigenetic

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: Natural sciences; New innovative curricula/educational methods/development of training courses; International cooperation, international relations, development cooperation

Project Summary

Human health is threatened by many diseases. After cardiovascular diseases cancer has the highest mortality rate. Environmental factors, e.g. smoking or radiation can induce cancer. Those factors may cause gene-level mutations in cell growth-regulating genes. These changes, called genetic, alter the DNA base sequence, which can cause the cell division rate to become much higher and the cells to lose function, becoming induced cancer cells. During the last 15 years cancer researchers have discovered that cancer can also be induced by changes in growth regulation without changes to the gene base sequence, but rather epigenetically. Epigenetic changes in gene regulation result from modifications to DNA bases without alteration of the sequence: e.g. by methylation of the bases or by changes in histone protein assembly. Epigenetic alterations to gene regulation are natural but environmental factors can subvert the natural processes, resulting in cancer.

All over Europe secondary-school students know how genetic modifications of growth-regulating genes may induce cancer. The epigenetic effect is not yet included in the science curriculum. With our partnership we will develop multi-media hands-on teaching modules in this emerging and innovative field and implement them in the curriculum. One module will focus on isolation of cell DNA, and making a genetic fingerprint by restriction fragment length polymerization; this determines the DNA base sequence. Then, to highlight epigenetic effects, a second module will be developed to show changes in histone protein assembly induced by environmental effects. A third module will analyze modifications to DNA bases by methylation, which is very important both naturally and from environmental causes.

To motivate young people between the ages of 16 and 19 to study life sciences at the universities, it is imperative that teaching methods are project-like, action-oriented and lab-experiment based. Students are enthusiastic about experimentation, finding that it enhances their ability to master the abstract concepts, and it increases their confidence. It has been proven to promote future interest in natural sciences. These modules exemplify necessary and critical teaching methods to develop and sustain students’ interest in the subject and their desire to achieve a good education.

A key innovation for achieving the project objectives is our mentoring concept. All mentors are specially trained students, chosen for their commitment and potential without regard for social status. They work together in international teams during the teacher-student workshops, becoming responsible lecturers, able to pass on their knowledge of theory and experimental practice to the participants. When they are not lecturing, mentors assist the mixed teacher-student workgroups. They communicate in the foreign language (English) and gain valuable international experience. The mentors achieve high self-affirmation for their accomplishments. Additionally, the very capable mentors serve as role models. The partner schools will select the mentors in a rolling system.

The curricula in science, technology, engineering and math (STEM) in high schools should also reflect current research activities. Innovative STEM research results implemented in a didactical reduced manner into modern curricula help both to motivate young people and to prepare them for future jobs in natural science. Even if their interests lie elsewhere, it can educate them as a responsible European citizen, e.g. in questions of ethics.

The teaching modules promise to strengthen the teaching profession and to improve European scientific education. They can support an immense value-creating potential in health care and other innovative and secure jobs in science. The learning outcomes will enable the students’ transition from study into employment by giving them essential technical and professional skills. In addition the participating schools enhance their STEM competences, and they will disseminate it to other high schools. In particular a staff and mentor team from each partner school will conduct lab workshops for interested colleagues from other schools in the local area.

The involved staff at each partner school is a team of teachers, variously focused in chemistry, physics, biology, biochemistry, biotechnology and ethics. The teachers’ special knowledge areas complement one another and this diverse composition is crucial for solving the complex project tasks. Each module will be prepared together in the working language (English), translated at home into the different mother tongues of partners, and re-evaluated for practicability in a lab workshop.

Our project will foster European citizenship by bringing people together for teaching science and thus improving international teamwork. Moreover, each host will provide cultural experiences that will bring host countries close to the participants in an unforgettable way.

Project Website

https://www.geneticandepigenetic.com

EU Grant (Eur)

Funding of the project from EU: 18882,4 Eur

Project Coordinator

Johanna-Wittum-Schule & Country: DE

Project Partners

• Kollegium Kalksburg
• Lycée Léopold Sédar Senghor
• Thisted Gymnasium STX og HF
• Biskupské gymnázium Brno a mateřská škola
• Istituto di Istruzione Superiore Bertilla Boscardin