Implementation of “Le Donne E La Scienza: Rosalind Franklin” (SOI-IT-454)
Introduction
I implemented Angela Colli’s Learning Scenario titled “Le donne e la Scienza: Rosalind Franklin” in two third-grade classes of lower secondary school, 3B and 3C, with 19 and 20 students respectively. Each class includes one student with disabilities and four students with special educational needs. The students are 13-14 years old. The activities were carried out at school during Science classes and at home using the Flipped Classroom approach.
This activity aims to explore the complexities of scientific discovery, specifically highlighting the often disregarded contributions of Rosalind Franklin to our understanding of DNA structure. Through the analysis of videos depicting the history of DNA discovery and examination of relevant text excerpts, students engaged in critical reflection on the roles of the scientists involved and discussed the ethical implications of downplaying Franklin’s contribution.
Scientific discovery often appears as a beacon of enlightenment, illuminating the path of human progress. However, behind the scenes, lies a labyrinth of complexities and obscured narratives. One such tale is that of Rosalind Franklin and the unravelling of the DNA structure.
The students were encouraged to share their thoughts and insights, prompting critical reflections on gender biases and the need for inclusivity in scientific recognition. They learned to recognize and challenge injustices within scientific recognition and advocate for equity and inclusivity.
Recognizing the overlooked contributions of Rosalind Franklin and discussing the role of women in past and present scientific research, students were empowered to challenge stereotypes and advocate for greater representation and recognition of underrepresented groups in STEM fields. They gained confidence in their ability to effect positive change in their communities and beyond.
Stages of implementation
I started the activity by posing the brainstorming questions by Angela Colli:
- “Do you know the structure of the DNA molecule?
- Who discovered the structure of DNA? When?
- Do you know their role in the discovery of DNA?”
Subsequently, I showed the students images related to 3D models of DNA available on Europeana and Francis Crick’s drawing of the DNA structure.
Subsequently, I showed the students images related to 3D models of DNA available on Europeana and Francis Crick’s drawing of the DNA structure.
- DNA sequence di Kate Whitley – Wellcome Collection, United Kingdom – CC BY. ttps://www.europeana.eu/item/9200579/pmhwrej3
- DNA origami di Prof. Mark Szczelkun, University of Bristol – Wellcome Collection, United Kingdom – CC BY
- DNA-kedja di Philip Harris – Vänersborgs museum, Sweden – CC BY.
- DNA double helix di Peter Artymiuk – Wellcome Collection, United Kingdom – CC BY.
- DNA double helix and sequencing output di Peter Artymiuk – Wellcome Collection, United Kingdom – CC BY.
- Pencil sketch of the DNA double helix by Francis Crick. It shows a right-handed helix and the nucleotides of the two anti-parallel strands. di Francis Harry Compton Crick – Wellcome Collection, United Kingdom – CC BY.
- The Crick papers, the Triplet code, 1961 – Wellcome Collection, United Kingdom – CC BY.
The Europeana images have been instrumental in clarifying the structure of the DNA double helix and in understanding the mechanism of DNA transcription and translation. Later, we watched the video mentioned in the Learning Scenario on the DNA structure and discussed its function. This activity lasted one hour.
Subsequently, the students spent one hour in class researching the names of the scientists involved in the discovery of the DNA structure and their roles. At home, they watched three videos produced during a PON (National Operational Program) of scientific theatre “Fagisti, cristallografi e Rosy… la Dark Lady” Part 1, Part 2, Part 3 in which I was involved years ago. After students had watched the video, we spent a one-hour lesson in class during which they expressed their reflections on the protagonists of the scientific discovery.
In the following lesson, the discussion turned to Rosalind Franklin, delving into her life, the epithet “The Dark Lady” assigned to her, her premature death, and the omission of her name in the Nobel Prize awarded to Watson, Crick, and Wilkins for the discovery of the DNA structure. Subsequently, during an hour-long lesson, I introduced excerpts from Brenda Maddox’s illuminating book, “Rosalind Franklin: The Dark Lady of DNA,” enriching our understanding of Franklin’s contributions and the challenges she faced. The discussion also focused on comparing the role of women in scientific research in the past and the present. I decided to allocate 15 minutes to discuss James Watson, the only living scientist among the protagonists. His downfall, characterized by racism, began in 2007 with the publication of his book “Avoiding the Boring People” and has endured to the present day. More recently, he has written about a genetic disparity between white and black individuals, resulting in the revocation of all honorary positions by the Cold Spring Harbor Laboratory.
I decided to modify the final part of the Learning Scenario and introduce a new activity involving artificial intelligence. In class, the students collaboratively worked to create a speaking avatar of Rosalind Franklin using Vidnoz AI. They spent 30 minutes crafting a friendly introduction text, not only to assert her role but also to deliver a positive message and inspire the new generations.
Outcomes
I facilitated students’ critical analysis of scientific narratives and biases, fostering a deeper understanding of scientific history and the significant contributions made by figures such as Rosalind Franklin. By incorporating images sourced from Europeana, I enriched the learning experience and enhanced student engagement by providing visual context to the material. Among the resources from Europeana, Crick’s sketch of the DNA structure is indeed an extremely valuable document.
Encouraging reflection on equity in scientific recognition, I aimed to heighten students’ ethical awareness, emphasizing the importance of inclusivity in the scientific community. Through guided discussions and activities aimed at improving communication skills, I helped students articulate their ideas effectively and engage in respectful dialogue.
Moreover, I promoted empathy development by encouraging students to consider diverse perspectives, fostering a greater appreciation for inclusivity and diversity in STEM fields. Additionally, by generating the talking avatar of Rosalind Franklin, I aimed to deliver a positive message to the new generations, inspiring them to pursue scientific inquiry with determination and resilience, while highlighting the importance of recognizing and celebrating diverse voices in science.
During our sessions, students delved into the depths of scientific inquiry, unravelling the intricate tapestry of discoveries and challenges woven by pioneers like Rosalind Franklin. By immersing themselves in visual representations from Europeana, they not only grasped the intricacies of scientific concepts but also embarked on a journey of discovery that transcended the confines of textbooks.
Encouraged to ponder the ethical dimensions of scientific recognition, students navigated discussions aimed at fostering a sense of inclusivity and fairness within the scientific community. Through interactive exchanges and collaborative activities, they honed their communication skills, learning to articulate their thoughts with clarity and engage in respectful dialogue with their peers.
Furthermore, students were prompted to explore diverse perspectives, cultivating empathy and understanding of the multifaceted nature of scientific inquiry. Ultimately, the message conveyed by the talking avatar of Rosalind Franklin serves as a guiding light for other students like them, inspiring them to embark on their own journeys of discovery with courage and determination.
Link to the learning scenario implemented: Le donne e la Scienza: Rosalind Franklin (IT-CUR-422) – Teaching With Europeana (eun.org)
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CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Wellcome Collection.