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Teaching programme of the secondary schools in Poland includes both theoretical and practical lessons concerning light
microscopy. Also International Baccalaureate Programme (IB) demands diverse usage of light microscopes. At the same
time basic rules of electron microscopy are learned. However, these types of microscopes are described only theoretically.
Therefore, they seem to be little bit abstract for secondary school students. Hence, Faculty of Biology of Adam
Mickiewicz University eagerly meets secondary schools half way and offers practical lessons for pupils who want to see
and use electron microscopes. Of course, such lessons are limited in time and number, partially due to elaborated, time
consuming and skill-demanding protocols, in part due to research and teaching activity of the university.
However, we elaborated short teaching programme, which may be useful during secondary school teaching. It consists of
introductory lecture, that describes basics of electron microscopy. Next, we present its application, practical usage and
show importance of that devices in life sciences, medicine and industry. Then, we present transmission electron
microscope (TEM) and supplementary equipment. Students acquire knowledge about preparation of samples (fixation,
sectioning etc.) and observe samples (plant and animal cells, various tissues) under TEM. Fourth step is a kind of a
brainstorming – students plan, what they want to see under scanning electron microscope (SEM) and how it can be
observed. They give a research question and state some hypotheses. They evaluate, whether they can use SEM for their
research. Next, they prepare samples and observe them under SEM, with measurement and statistical analysis, if possible.
The final step is presentation of data, organized as scientific mini-session, with posters and oral presentations given to the
audience.
In this chapter we show brief examples of protocols and ideas for scenarios of lessons organized for groups of secondary
school students. With some limitations, whole programme or it’s elements can also be applied for mid-school classes.
Introduction
Microscopy is one of the crucial techniques used in biology. Numerous types of microscopes are extensively used by
science and bring many important scientific data (Curry, 2003, Adamski et al., this volume). Therefore, basics of
microscopy are taught at various levels of teaching. In Poland, some elementary information about microscopy are
given already in primary schools (Core Curriculum, Dz. U. z 2009, Nr 4, poz. 17). Next steps of teaching involve not
only theoretical knowledge of basics of microscopy or simple presentation of their work, but also some experiments and
observations. However, due to obvious limitations, these practical lessons are limited to simple light microscopy. The
other, more sophisticated devices and methods are only briefly described. This refers to electron microscopy, too.
Nevertheless, electronograms are presented when ultrastructure is taught, during cytology, botany, zoology, and
physiology lessons. Obviously, practical knowledge or extended presentations can give them better understanding of the
sophisticated methods of microscopy.
Because of the abovementioned reasons, we decided to develop a course, at the Faculty of Biology of Adam
Mickiewicz University, which shows, describes and brings electron microscopy closer to pupils. This programme
consists of five parts, which are also steps to the next one:
1) introductory lecture,
2) TEM – presentation,
3) planning – SEM,
4) SEM – practicals,
and finally,
5) presentation of obtained data.
The course we propose is in tune with both Polish and EU general university teaching system (Tab. I – III). It is
noteworthy to add, that the course demands teamwork, what promotes social skills among pupils. Due to school
programme and limited time, we focus on basic forms TEM and SEM methods.
Course content
1. Introductory lecture
The lecture focuses on basics of electron microscopy. We explain that electrons can be treated both as subatomic
particles and as waves. Next, structure of microscopes is shown and briefly described. As the third thing, we
discriminate between transmission and scanning microscope, describe techniques used to prepare samples. As a last
point – application of both types of microscopes in various branches of science is shown. We expect, that after this
lecture pupils will describe electron microscopes, characterize their structure and mechanism of obtaining images. They
will also be able to give numerous examples of electron microscopy usage in various branches of science, not only in
biology, but also in medical or technical sciences. The whole lecture takes about 2 hours. It is illustrated with
electronograms and finally evolves into discussion about possible usage of the electron microscopes nowadays and in a
future.
With the help of the personnel of the EM laboratory, they are preparing the samples and observe them under SEM (Fig.
1). If measurement is necessary, they carry it out. After that, they collect their row data and electronograms.
6. Presentation of data
The next step, presentation of data can be carried out at schools or at the university. We want to pay special attention to
the effective cooperation within groups. Pupils prepare oral presentations or posters and present them to the audience:
scientists, teachers and colleagues. This step demands a plenty of their own work, like for example choosing proper type
of presentation of results, data analysis using statistical methods, showing image magnification, choosing properties of
printing etc. This demands effective teamwork, responsibility and role shearing. Usually, this is their first team research
and first public presentation. To some extent and with obvious limitations, some elements of this layout can be adapted
to lower schools. Short presentation of SEM is interesting even for kindergartens (Fig. 2).
To sum up, the course gives a plenty of useful knowledge to the pupils, either of the field of cellular biology and
histology or microscopy itself. It brings to the schools the methods, which are usually just theoretically described. We
think that this type of course develops creativity, diligence and effective teamwork. Several forms of transfer of
knowledge are used: lecture, presentation, discussion, experimental work. For many pupils it is the first or even the only
time when they can take part in scientific work. Therefore, this kind of course is highly advisable to schools.
A4 Preparation of samples
[1] Core Curriculum, in Polish - Podstawa programowa, Rozporządzenie Ministra Edukacji Narodowej z 23 grudnia 2008 roku w
sprawie podstawy programowej Dz. U. z 2009, Nr 4, poz. 17
[2] Adamski Z., Rybska E., Błoszyk J. Pros and cons of scanning electron microscopy as a research method in acarology. This
volume.
[3] Curry A., 2003. Electron microscopy and the investigation of new infectious diseases. International Journal of Infectious Diseases
I Vol. 7, Number 4, pp 251-258.