Science popularisation

Danio adventure.
Developmental biology of the zebrafish in science
popularisation
Magda Dubińska-Magiera, Marta Migocka-Patrzałek & Aurelia
Cegłowska (2020): Danio adventure. Developmental biology of
the zebrafish in science popularisation, Journal of Biological
Education, DOI: 10.1080/00219266.2020.1776752
To link to this article:
https://doi.org/10.1080/00219266.2020.1776752

Introduction
Every year, many science festivals take place around the world. They allow scientists,
scholars and academic teachers to share their knowledge with non-specialists. Science festivals create
an opportunity to reach a wide audience in a diverse age range. They are undoubtedly a great way for
a scientist to take the first steps in the field of science popularisation – especially for those who have
not had too many opportunities to present their research or scientific interests in a way that goes
beyond the typical academic framework. Science festivals are usually well known, since they are
accompanied by marketing campaigns and provided with administrative support (e.g. registration of
participants). The established reputation and large scale of such festivals makes them accessible and
convenient for researchers and academic teachers.
Despite the numerous important benefits, science festivals have several significant
disadvantages. One of them is a relatively inflexible formula that imposes a number and duration of
meetings with participants (usually it is one 2–3 hour meeting). In addition, festivals as cyclic events
take place in the same order or at the same time (e.g. once a year). For many, it may be neither
sufficient nor satisfactory. So, perhaps it is time to leave the safe harbour of the science festivals and
start sailing the high seas by establishing one’s own educational project? (Figure 1)

The importance of science
popularisation
One can ask why the popularisation of science is so important and whether it is truly worth
‘wasting time’ on. Is it really necessary to convey complicated scientific issues in a lucid and digestible
form? In this paper we will try to demonstrate why it is important, especially when we want to be well
understood, not only by our colleagues but also by students or experts from both related and different
fields. And that is not all.
Scientific research explains our world. It also (directly or more often indirectly) contributes
to the progress of humanity by bringing solutions that find application in various areas of life. It
should, therefore, come as no surprise to anyone that large financial resources are allocated for
scientific research. The increase in financial expenses for scientific projects is also dictated by the
requirements of increasingly advanced research methodology, including the use of expensive
equipment, materials, and procedures. Currently, the possibility of conducting high-quality research
without financial support is very limited.
Conducting scientific research through public funds involves incurring a debt to society. And
this obligation should be paid off. Giving the public ready-made tools, including technological
innovations such as spaceships or drugs, is not enough. It is rather about being fair with society. Science
popularisation works well, especially in the case of basic research that primarily brings an
understanding of the foundations of natural or other phenomena. This is a priceless opportunity to
convince non-specialists, including decision makers such as politicians, that science is important for all
of us.

popularisation
Since we live in a world which is dependent on, or even addicted to science and
technology, we should use it wisely. It is not just about giving people a tool, but about explaining
it to them. Otherwise, it can lead to a situation that will become a global problem. One of the
best examples is antibiotics. Negligence in the matter of raising peoples’ awareness of how
antibiotics work has led us to the problem of antibiotic resistance. It is very tempting to blame
ignorance. After all, anyone who has graduated from any school should know that antibiotics kill
only bacteria and not viruses, and are therefore not suitable for treating flu. And if someone
doesn’t understand such ‘simple’ things, it’s all his or her fault. In fact, this way of thinking leads
to a dead end. This may contribute to promoting the stereotypical image of the scientist to the
masses as an alienated ‘egghead in the world of dummies’. Science popularisation is a great
tool, which can prevent this happening. It is a great way of shaping how the public perceives
science and scientists.
Bringing science to the general public enables people to be informed about potentially
dangerous misconceptions. It can also counter misinformation from various lobbies, which is
particularly important in the case of issues that have a direct impact on future generations. For
example, in the era of the climate crisis, when it is necessary to involve as many citizens of the
world as possible to solve the problem, science popularisation is an invaluable tool to raise
environmental awareness.

Figure 1. An example of the educational project workflow and some useful advice based on the
authors’ experience.

popularisation
As many experts underline, science education and popularisation of
science in the biomedical area is very beneficial. Social consciousness allows
for critical thinking, as well as appreciation for new advances of knowledge
and technology. Science popularisation, especially through high quality
education, may also stimulate scientific vocation among young people (Bela
et al. 2016; Grynszpan and Araújo-Jorge 2000; Schall 2000).
In a wider perspective, science popularisation may be relevant to
influencing decision-making agencies regarding legislation that regulates the
use of animals in biomedical research and education. Moreover, it is valuable
in inspiring young people to pursue academic and research careers and helps
with talent scouting. Last but not least, popularisation can allow a scientist to
look at their work from a completely new, sometimes even surprising,
perspective.

Educational project – case studies
Animals are widely used models in teaching
developmental biology. The combination of in vivo
observations, alongside an active tutorial, provides an
imaginative illustration of complex developmental
processes.
Various animals can be used, amongst which
Xenopus laevis, chicken, and the zebrafish (Danio rerio) are
very popular (Goś 2019; Goś et al. 2016; Modak 2003; Olive
et al. 2003). We used zebrafish in our own educational
projects. This fish is an exceptional example of an animal
with many useful features, making it a popular model
organism in biomedical research.

The e-danio project. Dive for
knowledge!
The project ‘e-danio. Dive for knowledge!’ was invented to encourage young
people to enter higher education by providing them an additional, high-quality path of
education. The project aimed also to create a positive image of the university and
promote the profession of the researcher.
To achieve its goals the project involved several thematically connected
meetings, both at the University and schools, used innovative e-learning activities and
created a content-rich website. The participants (15 students in each group) came
from primary and secondary schools. The groups were formed by teachers, who chose
students with biological interests. The participants gained their first experience in
laboratory work, and became acquainted with the specifics of conducting experiments
and challenges faced by scientists working with model animals such as zebrafish. The
students had the opportunity to understand the importance of systematic work and
self- discipline in conducting research. During the laboratory classes they had to
demonstrate patience and precision. Very helpful in understanding the most difficult
issues were the ‘instructions’, printed materials with the most important information,
procedures, and schemes e.g. the stages of zebrafish development according to
Kimmel et al. (1995a). The instructions also contained ‘working sheets’ with exercises
to be filled out during meetings or at home (the example is shown in supplementary
materials 1).

knowledge!
The meetings’ scope and organisation were similar, but the difficulty
level was adjusted to the capabilities of each group. The first meeting was for
'warming up' the participants. It started with a brief theoretical introduction,
including health and safety rules applicable in the laboratory. Then the school
children had the opportunity to visit the laboratories. The hands-on training
started with preparing biological material for histological staining. The pupils’
task was to prepare slides with material of several developmental stages of
zebrafish embryos (Kimmel et al. 1995a). The second part of the meeting
consisted of a short, theoretical introduction concerning the early stages of
embryonic development, microscope work, sketching observed objects and
discussing.
The second meeting 'proves that practice makes perfect'. After a
short lecture, students had the opportunity to familiarise themselves with
several histological and histochemical staining techniques, including the use
of fluorochromes such as DAPI, which stains the cell nucleus in a very fast and
easy way. In the second part of the meeting they observed self-prepared
microscopic slides using the fluorescence microscope.

knowledge!
The third meeting – ‘seeing means believing’ – was all about observations. The
students used commercially available histological slides of the mammal oogenesis and
whole-mount zebrafish embryo and larvae at different stages of development. In the last,
most satisfying part of the meeting, the students evaluated their work, observing the self-
made slides containing stained zebrafish cross-sections.
The fourth meeting, since ‘it is never late to learn’, regarded the use of model
organisms in developmental biology. After a short introduction, the participants took part in
a practical workshop involving several basic techniques such as pulling the glass
microcapillaries into ‘needles’ for injection. At the end, during a discussion, we summarised
our joint ‘diving for knowledge’ experience and made conclusions (Dubińska-Magiera and
Migocka-Patrzałek 2015).
Between one meeting and another the participants used the information at the
project webpage. They watched or read information essential for the next task such as ‘how
to use a microscope properly’. The online resources, prepared in such a way that they could
be used during classes at primary and secondary schools, are available for free. The
evaluation questionnaire (Figure 2(b)) and enthusiasm (delighted, spontaneous cheers
whilst conducting experiments, and sometimes even ovations) assure us that the effort was
worth it!

Figure 2. The measurable effects of the e-danio. Dive for knowledge! and DANiO educational projects: (a) The students were given quizzes consisting
of multiple choice and calculations questions. The DANiO project participants' (DANiO participants) results were compared with three other groups of
students (general and subject-enhanced classes: humanities, and biology and chemistry). The students as well as the DANiO participants were at same
high school educational level (age 16–17). The results were compared using a T test, n = 17–28, ***p < 5x10−5). (b) After each activity of the e-danio.
Dive for knowledge! and DANiO projects the students were given evaluation questionnaire. This consisted of the question ‘Do you like the way of
learning in the project?’ with three possible answers: positive, neutral and negative. The graph shows the 100% positive feedback. The table
summarises the number of participants in each activity.

DANiO
The DANiO1 project had a slightly different character than the e-danio.
Dive for knowledge! project. In addition to educational value, it also included
elements of real research. The main bjective of the project was to familiarise its
participants with the rules that should be followed while conducting research.
Due to the nature of the project, young, talented students showing an interest in
life sciences were invited to take part. The 16–17 year old students were selected
from high schools. In the experimental part of the project, participants assessed
the effect of selected compounds on zebrafish development and muscle structure.
Additional project goals included dissemination of knowledge about the
role of scientific research in contemporary society and the use of animals in
science and education, especially among high school students, their teachers and
parents.
1Origin of the title: DANiO is an acronym for ‘Danio Adventure! Nauka i Odkrycia’
created from English and Polish words. ‘Nauka i Odkrycia’ means Science and
Discoveries.

DANiO
Multi-step recruitment of participants was applied. As a first
step, an inaugural lecture was organised, which was open to a wide
audience. The subject of the lecture concerned issues related to the
model organisms and the possibility of making predictions about
mechanisms of human diseases from their use. At the beginning and at
the end of the lecture, the participants could express their opinions on
these subjects using the voting cards prepared for them. The lecture
was also an invitation to take part in further recruitment for the
project.
In the next step, candidates submitted written applications
containing a letter of motivation and recommendation from their
biology teacher. This was aimed at limiting the number of candidates
and selecting from among them people who would be able to commit
themselves strongly to the activities planned within the project. On
this basis, 20 candidates were selected and invited to a two- day
laboratory workshop.

DANiO
During these meetings, the candidates took part in a short lecture on the
scientific method and performed laboratory activities such as reagent preparation,
agarose gel electrophoresis, microscopic observations, etc. This made it possible to
select a group of 6 participants, composed of the most committed students, who
showed an attitude for research work (Figure 3).
During the next classes, tutors introduced to the participants the zebrafish
as a model of vertebrate development and disease. Moreover, the objectives and
assumptions of the planned research were discussed in detail. The participants also
had the opportunity to find out that the zebrafish is an excellent model for the study
of compounds affecting muscle development and function and how the three Rs (3Rs)
work in practice (Dubińska-Magiera et al. 2016).
The research part of the DANiO project focused on experiments regarding a
common disease, hypercholesterolaemia. This disorder is characterised by a very high
level of cholesterol in the blood, which may lead to the development of heart disease.
The hypercholesterolaemia is com- monly treated with commercially available
medications such as statins. However, the use of statin- based medicines can causes
side effects in the form of patients’ muscle-damage, known as post- statin myopathy.
Some researchers suggest that there is a possibility to mitigate side effects with
compounds such as coenzyme Q10 (CoQ10) and L-carnitine (DiNicolantonio 2012).

Figure 3. The students and teacher are discussing experimental results. An example of
activities performed in the framework of the ‘Danio Adventure’ educational and research
project. Photo by Wiktor Pietrzak.

DANiO
The research included in the DANiO project aimed to
assess the possibility of reducing muscle damage induced by
selected anti-hypercholesterolaemia drugs by
supplementation with coenzyme Q10 and L-carnitine. The
research part of the project included two stages. The first one
consisted of an assessment of side effects induced by
treatment with anti-hypercholesterolaemia drugs. The second
concerned the possibility of preventing these effects through
appropriate supplementation. The research problem
presented above, which the students had to solve, enabled
the achievement of the main goal of the DANiO project i.e. to
familiarise its participants with the scientific method which
describes rules that should be followed while conducting
research (Table 1).

DANiO
The project ended with a summary and exchange of
experiences between participants and tutors. An evaluation
questionnaire measuring the level of participants’ satisfaction was also
carried out and gave similar results to those previously described for
the e-danio project, 100% positive feedback (Figure 2(b)). Due to the
experimental character of the DANiO project, the students developed
their laboratory work skills and deepened their understanding of the
practical aspects of using the scientific method. One of the participants
described the uniqueness of the project as follows: ‘Scientists have
taught us how to operate equipment, conduct experiments in
accordance with the principles of the scientific method, collect and
analyse experimental results. In one word, we learned independence.
Each of us learned what laboratory work really looks like. We have
discovered its advantages and disadvantages’ (Kowalczyk et al. 2018).

Measurable effects
The active learning approach provides a better educational effect than traditional lectures.
The research performed in the field of STEM (science, technology, engineering, and mathematics)
courses shows that scores improved by around 6%. Students in classes with active learning, including
diverse approaches such as problem-solving, worksheets, tutorials, and personal response system, were
1.5 times less likely to fail the exams (Freeman et al. 2014; Michael 2006).
To assess our educational project effects we performed a quiz to measure students’
knowledge. Four groups of students (the DANiO project participants and 3 groups of students at the
same educational level) were given a quiz consisting of problems requiring practical, experimental skills
such as biochemical calculations, formulating a correct research hypothesis, planning an experiment,
interpreting results and drawing conclusions. The students at the same educational level attended to
general or subject-enhanced classes (humanities, and biology and chemistry). The results show
significant difference in students' competences (Figure 2). The contrast between project participants
and students who attend general and humanities classes was almost 50%. The students who attend
biology and chemistry enhanced classes, obtained better results than two other classes (the difference
is statistically significant, with p < 5x10−8). However even those students gets 20% lower score than
DANiO project participants. Perhaps this big difference reflects a more serious attitude of DANiO project
participants to the quiz; however, the quantitative analysis of the educational project confirms the
conclusions of Freeman et al (2014) and were in agreement with our overall observations.

The mutual benefits of knowledge
dissemination
The popularisation of science to the public (non-scientists)
gives immediate as well as longlasting benefits (Figure 4). During
knowledge dissemination events all participants attend as volunteers.
Therefore they are willing to learn, open-minded, and enthusiastic.
They are happy to discuss and ask questions. We are aware that 100%
satisfaction reached in the evaluation (Figure 2(b)) may be strongly
influenced by the fact that participants were selected due to their
willingness, biological interests and commitment. In our opinion
directing the educational activity to students, who are keen to gain
wider knowledge than is possible in regular school, is a way to
succeed. Student engagement is a strong predictor of educational
outcomes. Students with higher behavioural and cognitive
engagement have higher grades and aspire to higher education
(Burgess, van Diggele, and Mellis 2016; Wang and Eccles 2012).

dissemination
The intensity of meetings and the participants’ involvement
are highly satisfying – especially considering that many academic
centres are frustrated at the performance of students on their courses
and underline the necessity of making changes and introducing new
teaching techniques (Harwood 2003). A positive experience during
science dissemination events could inspire you to introduce new ideas
and techniques to your didactic practice.
One example is a webpage created during the e-danio project.
The e-platform was made to provide extra information and resources
i.e. short tutorials, quizzes, tests, interesting facts, homework etc. The
online resources are widely accessible for everyone, including
teachers, parents, and other school children, who did not have the
chance to participate in the project. It works so well that we have
introduced e-learning in our regular, academic teaching, increasing
its quality and attractiveness.

Figure 4. Some of the mutual benefits of knowledge dissemination and science popularisation.
*PZS – The Polish Zebrafish Society was inspired by our projects to create an e-platform with
educational resources.

dissemination
The great advantage of our two projects, in terms of effective knowledge
transfer, is their formula based on close scientist-teacher cooperation. Such projects
are an excellent starting point for establishing long-term cooperation with schools,
teachers, students and their environment (Patel et al. 2017). We are convinced that
this type of approach is good for at least two reasons. First of all, close scientist-
teacher collaboration helps scientists adapt the project to school realities. And
secondly, it makes it easier to reach a wider audience that goes beyond direct
participants. Reaching a wider audience can be based on the involvement of students
in the dissemination of the acquired knowledge, e.g. by the use of social media tools,
which are known to enhance learning and scientific information dissemination (Bik
and Goldstein 2013; Ractham and Firpo 2011). In our case, the implementation of
both projects involved tools like Facebook or YouTube. It was positively received by the
participants and allows us to increases the project’s impact. By providing an easy-to-
use and familiar technology for our participants, we encourage them to share with
others what they have gained. They could spread their experiences with non-expert
members of the public, including their friends and family. For us, it was also an
opportunity to provide teachers with our teaching resources. In conclusion, even
small projects, in terms of the number of directly involved participants, can have a
relatively broad field of impact.

dissemination
Science dissemination, especially for secondary school students, is
an attractive way to promote the scientific profession and career as a
researcher or academic teacher. It is also an opportunity to create a positive
image of the university as an open and accessible place. Young people of this
age are just about to make a decision whether to study or not. Many of the
participants declared that they would like to study science. Indeed we often
met them later at our regular, academic courses.
Explaining a complex issue in an understandable way is an important
skill in one’s career as a scientist, not only during teaching or tutoring
students, but also to communicate with other researchers while performing
interdisciplinary projects. During the grant application or reporting results it is
also crucial to be easily and well understood. Training, such as disseminating
science to school children, provides an irreplaceable opportunity to learn it.
Popularisation of science can happen when combined with a
research project. Such a research and education project will provide the
opportunity for people to conduct experiments, and the results could be
used as preliminary studies (Zareba et al. 2017).

dissemination
Finally we would like to underline one thing, which
may be obvious for everyone, but all the more important.
Science popularisation is work for the benefit of society. It
means that the participants, teachers, parents and your
colleagues will appreciate it. Your social, and also profes-
sional network will grow and your voice will be heard. It is
much easier to gain public attention doing or saying
something fun and entertaining. Science dissemination gives
us a chance to emphasise the important issues such as the
necessity of animal use in biomedical research or the need to
allocate government funds to research and education. The
messages have a chance to reach a wide audience including
government decision makers and politicians.

Acknowledgments
We thank the Department of Animal Developmental Biology members for
supporting the projects. We especially thank dr Damian Lewandowski and dr
Joanna Niedbalska-Tarnowska for their contribution to the projects
implementation.

Funding
The project DANiO was funded by the City Council of Wroclaw and organized by the
Academy of Young Scholars and Artists and the Department of Animal Developmental
Biology, Institute of Experimental Biology, University of Wroclaw. The project e-danio.
Dive for knowledge! was funded by the Foundation for Polish Science, Poland [Grant
No.: 101/UD/SKILLS/2014]. The subsidy from the Ministry of Science and Higher
Education for scientific activity 2019.

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