Science is a medium that leads children's imagination to reality, and it is the key to responsible for the future of children, and even the future of our humanity. Through science, we can better understand and apply the world we live in, which is a key component of national development. As we enter the era of the Fourth Industrial Revolution, science education is considered more important than ever. Therefore, science education should become more interesting and be able to experience it in person.

Although most of the existing learning methods are reading and writing, the curriculum giving the opertunity to experience science can naturally interest children in science. Our team wanted to achieve two goals through education.

   
1. Cultivate students who can solve community problems with scientific knowledge
   
   
   
2. Let many people know how attractive synthetic biology is
   
   

 To achieve our first goal, we proposed a new method of collaboration between researchers and students by referring to Evidence-Based Practice, a method of Science communication.

 To achieve the second goal, our team set various materials according to the audience level so that various audiences could know about synthetic biology and our project.

  Evidence-Based Practice is a method of Science communication that Eric Jensen and Alexander Gerber claim. In this method, through collaboration between researchers and practitioners, the overall part of science communication can be strengthened, such as narrowing the gap between them. We tried to combine this method with education to try the collaboration between researchers and students.
  We were not just looking for people to be trained in our robot and synthetic biology, we were looking for people to work on the project together. Based on the research plan, many students applied with interest, and after reading the application, we formed a team EBPH (Evidence-Based Practice with High School) with three Hansung Science High School students who are interested in Biology and Robot control.

 Hansung Science High School is a special purpose school that fosters scientific talent, and has a deeper level of science classes than ordinary high schools. Therefore, we decided to pass on our technology and ideas for Inventor and 3D printers, as well as cell culture and lentiviral systems to them. We thought that a low level of knowledge transfer through familiar media is effective in conveying simple content to many people, but a deep level of understanding of knowledge gives them the ability to use that knowledge to solve problems.

 During the training period, the EBPH team's first goal was to understand cell culturing, the Inventor program, and robot control.
Cell culture is the basis and the most important part of almost all biological experiments. After acquiring the theoretical part, they cultivated HEK293T, a mammalian cell.
Inventor is a 3D CAD program through which you can see the front, side, and section of the instrument when designing the instrument. And it is a useful program for design ranging from simple machines to architecture. Practical training was conducted to develop the ability to handle freeely this program.
Understanding Robot control is essential to understanding our 6-axis robot arm system and implementing it's movements. For robot control, they studied basic understanding of Python language and robot library. Based on that, they designed simple motions and had time to get familiar with robots.

 Our second goal was to design various supporting parts for synthetic biological robot systems. In addition to synthetic biology experiments, chemical and biological experiments are conducted by the act of transferring solutions. Pipetting is the basis of that. We brainstormed the instrument with familiarity with the basic usage guidelines of eppendorf pipette for sophisticated pipetting. In terms of functionality, we had to take advantage of all three of the pipette pressures, forward pipetting, reverse pipetting, and also tip removing. At the same time, it had to be able to move freely without being held in one place, as a real person handles.



Through several trials and errors, we succeeded in creating the pipette case in the following form.

 After the design of the pipette case and other instruments was completed, our final goal was to implement a synthetic biology experiment through the robot arm. Before doing cell culturing, calibration was conducted to determine whether the pipette, which is used most importantly, works properly.

Calibration Data

Error rate less than 1.5 % was obtained with the above statistical data. After that, the EBPH team proceeded the cell thawing process with robot arm and confirmed that the cells were well cultured as follows. Subculturing and Transduction were then implemented by designing the robot's full motion.

 EBPH activities, which combine education with Evidence-Based practice, were more effective than simple science communication in all areas. Especially, the impact was phenomenal in pipette machine design.
Unlike simple outreach science communication, educational and hands-on EBPH activities involving direct project development have made it possible for students not only to acquire that knowledge, but also to use that knowledge. In other words, this has enabled us to cultivate the next generation of robot-synbio researchers with problem-solving skills, which is our primary goal of education. *Read more*

 During this activity, EBPH team members felt a sense of accomplishment watching robot grow cells and handle genes with components they designed. They will be able to solve various problems in the international community based on their own knowledge without being bound by one major area. As a first step for that, EBPH team members plan to write a small paper on this synthetic biology-robot activity at their high school and even make a poster presentation.

  In Indonesia, science subject, especially biology has been taught at the junior high school level. Thus, it brings the gap information when elementary students learn about the human tissue hierarchy and the tissue function of our body. Therefore, science must be taught in such an entertaining and fun way. Through science subject, students can understand and hopefully apply science concepts to solve daily life problems. Students can develop their scientific interest through studying science since the primary school level. Cell is one of the topics in biology as a part of science subject that must be studied. The cell is the smallest unit of life that able to divide, multiply, grow and respond to stimuli from the environment.

However, understanding the concept of cell can be tough for elementary student. Based on the research done by Hadipriyatno, et al. (2019) the concepts about cell structure and its function were the second most difficult science topics for 11th grade students in Lombok. Additionally, according to Sari and colleagues (2019), some obstacles in learning the cell concept were difficulties in imagine the cell and organelles, insufficient learning media, and unfamiliar term written in Latin language. Earlier studies found that 3D models can help student mastering concepts and principles in biology better than 2D diagrams and microscopic slides. Therefore, using 3D models learning media in study cell concept could help student in mastering the concept of cell.

 Our program, involving the engineered cell replicas out of edible ingredients, is aimed at students in the fifth and sixth grades. Since this program intended to introduce the cell concept to students in primary school, the learning activity ought to be fun.
This activity implemented the Classroom Action Research Method, followed by Progressive differentiation and Integrative Recognition Method. This method employed action to the studied subject, then further evaluated of the level of understanding before and after the actions by giving the pre-and post-test in every class activity. This community service activities were included in three steps
First step: Preparation Step In this preparation steps, the team met and discussed with the school principal and class teachers about the designed of the activities. In this step, the hands out of the basic cell biology, pre-and post-test were being prepared as well. The team also prepared the plant cells sample to be observed by the students in day-1 class and the cake, cookies, jellies, messes, and candy for the activity in class of day-2.

Second step: Implementation Step This community service was divided into 2 classes each grade and conducted regarding strict health protocols to prevent COVID-19.

 Day-1, students was provided with the handout information relevant to cells and their organelles and their organelle, followed by a question-and-answer session. The students also learned about the tool to observe the cells named light microscope. In the end of the class, there was a hand on activity for observing the plant cells from Hibiscus sabdarifa (Rosella petal tissue), Curcuma xanthorrihza (rhizome tissue) and Andrographis paniculata (leaf) using microscope. Then, the students drew the plant cells on those tissue on the paper. This objective of the first day is to understand the cells concept in our body.

 Day-2, the students were divided into 4 groups each grade and one of which were given a set of edible materials as mentioned previously. The team exhibited some of possible cells model made by edible materials and by using the student’s creativity, they had to make the cell model engineered from the given materials. After the cells being finished, the students had to correctly labelled the name of the organelles. The best cell model and labelled correctly got the chance for winning the reward. The selected animal cells models were the most biomimicking cells decorated with the correct label of the organelles from Grade V (Fig 1a, 1b) and Grade VI (Fig 1c, 1d).

Third step: Evaluation Step
 Before and after the classes, students were given pre-and post-test to evaluate the effectivity of this class in increasing the cognitive ability of the students.
 At the first class activity, the grade V’s pre-test score was 60.86 ± 12.22, then increasing to 78.29 ± 17.23 in post-test. Having higher score than grade VI students' pretest score was calculated at 63.08 ± 11.78 increasing to 86.67 ± 14.54 (Fig 2a). It indicated the first activity elevated the student cognitive ability and recognition in especially cell biology concept.
 Furthermore, the pre-test score of grade V and VI in the second class activity were 49.84 ± 23.74 and 73.47 ± 31.75. These values were improved to 94.11 ± 11.71 and 80.21 ± 23.14 in the post-test, respectively (Fig 2b). Fig 2. The Average Score of Pre- and Post-test in the: First Class and Second-Class Grade V and IV

 By enjoyable teaching method through the construction of edible cell model, the level of cognitive and recognition ability of elementary students was rising. Thus, this method can be adapted to improve the understanding of science for the children.

  Despite the global bio boom, the field of synthetic biology is often unfamiliar to Korean students. Through collaboration with other iGEM teams in Korea, our team held a national synthetic biology debate competition. As it is a competition involving a wide spectrum of students from high school to college students, experts from each university team gave lectures on what synthetic biology is and how attractive it is.

1. Professor Shin Kwan-woo, Department of Chemistry at Sogang University, “Recent Trends in Synthetic Biology”
   
   

2. Professor Jang Sung-ho of the Department of Biotechnology at Incheon National University: “Synthetic Biology: The Future of Biotechnology”
   

3. Moon SungJoon, director of Ellead Skin & Bio Research Center: “Cosmetics and Skin as Synthetic Biology Materials”

This community service activities were included in three steps
 After that, we also had time to introduce what synthetic biology projects each team is working on. Many students participated in the competition with interest, and through this competition, we were able to inform Korean students about what synthetic biology is and what problems can be solved through it.

 In addition, through this opportunity, several meetings were held, and the solidarity between Korean iGEM teams was strengthened, and it was an opportunity to form the "Korea Synthetic Biological Abuse Student Association." In the future, the non-profit private organization will be officially recognized and will continue to make efforts to promote synthetic biology in Korea. *Read more*