The Jersey Daffodil Project: Integrating nanopore sequencing into classrooms improves STEM skills, scientific identity and career development

Jon Hale; Alex Harkess; Kálmán Könyves

doi:10.1002/ppp3.10550

The Jersey Daffodil Project: Integrating nanopore sequencing into classrooms improves STEM skills, scientific identity and career development

Jon Hale (Lead / Corresponding author)
, Alex Harkess
, Kálmán Könyves

Education and Society

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

98 Downloads (Pure)

Abstract

The Jersey Daffodil Project, a secondary school initiative, boosted students' aspirations in science careers. Fieldwork, DNA sequencing and discussions with scientists enriched their learning and aspirations. Surveys revealed a positive shift in students' views towards STEM careers. The project also influenced an entire cohort to pursue biological sciences in 2021. The use of cutting-edge technology reduced costs and time, showing promise for broader school collaboration. This project not only transforms science education but also inspires students, shaping their futures and fostering a new generation of scientists.

Original language	English
Pages (from-to)	1293-1298
Number of pages	6
Journal	PLANTS, PEOPLE, PLANET
Volume	6
Early online date	18 Jul 2024
DOIs	https://doi.org/10.1002/ppp3.10550
Publication status	Published - Nov 2024

Keywords

DNA sequencing
education
fieldwork
genomics
inquiry
nanopore

ASJC Scopus subject areas

Forestry
Ecology, Evolution, Behavior and Systematics
Plant Science
Horticulture

Access to Document

10.1002/ppp3.10550Licence: CC BY

Final Published VersionFinal published version, 406 KBLicence: CC BY

Cite this

@article{44ecb9b89bea4ccd9204da8facc87810,

title = "The Jersey Daffodil Project: Integrating nanopore sequencing into classrooms improves STEM skills, scientific identity and career development",

abstract = "The Jersey Daffodil Project, a secondary school initiative, boosted students' aspirations in science careers. Fieldwork, DNA sequencing and discussions with scientists enriched their learning and aspirations. Surveys revealed a positive shift in students' views towards STEM careers. The project also influenced an entire cohort to pursue biological sciences in 2021. The use of cutting-edge technology reduced costs and time, showing promise for broader school collaboration. This project not only transforms science education but also inspires students, shaping their futures and fostering a new generation of scientists.",

keywords = "DNA sequencing, education, fieldwork, genomics, inquiry, nanopore",

author = "Jon Hale and Alex Harkess and K{\'a}lm{\'a}n K{\"o}nyves",

note = "Publisher Copyright: {\textcopyright} 2024 The Author(s). Plants, People, Planet published by John Wiley \& Sons Ltd on behalf of New Phytologist Foundation.",

year = "2024",

month = nov,

doi = "10.1002/ppp3.10550",

language = "English",

volume = "6",

pages = "1293--1298",

journal = "PLANTS, PEOPLE, PLANET",

publisher = "New Phytologist Foundation",

}

TY - JOUR

T1 - The Jersey Daffodil Project

T2 - Integrating nanopore sequencing into classrooms improves STEM skills, scientific identity and career development

AU - Hale, Jon

AU - Harkess, Alex

AU - Könyves, Kálmán

PY - 2024/11

Y1 - 2024/11

N2 - The Jersey Daffodil Project, a secondary school initiative, boosted students' aspirations in science careers. Fieldwork, DNA sequencing and discussions with scientists enriched their learning and aspirations. Surveys revealed a positive shift in students' views towards STEM careers. The project also influenced an entire cohort to pursue biological sciences in 2021. The use of cutting-edge technology reduced costs and time, showing promise for broader school collaboration. This project not only transforms science education but also inspires students, shaping their futures and fostering a new generation of scientists.

AB - The Jersey Daffodil Project, a secondary school initiative, boosted students' aspirations in science careers. Fieldwork, DNA sequencing and discussions with scientists enriched their learning and aspirations. Surveys revealed a positive shift in students' views towards STEM careers. The project also influenced an entire cohort to pursue biological sciences in 2021. The use of cutting-edge technology reduced costs and time, showing promise for broader school collaboration. This project not only transforms science education but also inspires students, shaping their futures and fostering a new generation of scientists.

KW - DNA sequencing

KW - education

KW - fieldwork

KW - genomics

KW - inquiry

KW - nanopore

UR - https://www.scopus.com/pages/publications/85198830740

U2 - 10.1002/ppp3.10550

DO - 10.1002/ppp3.10550

M3 - Article

VL - 6

SP - 1293

EP - 1298

JO - PLANTS, PEOPLE, PLANET

JF - PLANTS, PEOPLE, PLANET

ER -

The Jersey Daffodil Project: Integrating nanopore sequencing into classrooms improves STEM skills, scientific identity and career development

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Daffodil DNA Project

Cite this

The Jersey Daffodil Project: Integrating nanopore sequencing into classrooms improves STEM skills, scientific identity and career development

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Activities

Daffodil DNA Project

Cite this