A recently published study ↗ highlights how innovative classroom strategies can transform the way students perceive science, showing that curiosity, emotion, and hands-on experimentation may be as important as textbooks in building scientific understanding. Developed by researchers from Inserm ↗ and the University of Bordeaux ↗, the research presents an educational model that uses zebrafish-based workshops to bring life sciences to life for learners of different ages and academic levels. The findings appear in Biology Methods and Protocols and describe how this approach can strengthen engagement, confidence, and scientific reasoning in school environments.

The main objective of the programme, named ZebraCool, was to create a positive attitude and curiosity towards science by bringing experimental activities within schools using an introductory cognitive and sensory approach. The programme, created by scientists Laure M Bourcier and Patrick J Babin, was designed in response to persistent global challenges in science education, including declining student enthusiasm and limited confidence among teachers when delivering STEM topics ↗.

International assessments coordinated by the OECD have shown that while science performance has stabilised in recent years, motivation and literacy gaps remain a concern across many countries. The authors argue that these challenges require teaching methods that move beyond passive learning and instead immerse students in real scientific processes. This innovative programme was offered at all levels of primary and secondary education including vocational high schools.

At the centre of the initiative is the zebrafish model, widely used in biological research but also particularly suited to education. Its rapid development, transparency at early stages, and ease of observation make it possible for students to directly witness biological processes such as embryonic growth, circulation, or anatomical similarities and differences with humans.

ZebraCool scientific activities fell within a conceptual framework of evolutionary biology through which participants perceived their own inner fish through the comparison of biological processes between humans and zebrafish. Proposed workshops are on an ad hoc basis or as part of an annual school project using zebrafish as a model. They combine observation, experimentation, artistic activities, and discussion, allowing students to formulate hypotheses, analyse data, and interpret results in ways that mirror authentic scientific practice. Thematic workshops can be carried out on various themes including toxicology and endocrine disruptors. In the latter case, the question asked is as follows: How can chemical molecules present in products used in my everyday life have an effect on my health? This workshop was intended to foster an awareness of the impact of endocrine disruptors on human and environmental health.

The study emphasises that the programme’s distinctive feature is its integration of cognitive and sensory learning. By engaging sight, touch, emotion, and curiosity, the workshops create memorable learning experiences that help students understand complex concepts and retain knowledge more effectively. Teachers involved in the initiative reported increased confidence in teaching science topics, while student feedback indicated strong enthusiasm, a sense of discovery, and improved motivation to learn.

Importantly, the approach also highlights the value of collaboration between educators and researchers. Scientists participating in classroom activities not only support teachers but also act as role models, helping students see scientific careers as accessible and relevant. According to the authors, this interaction can strengthen both teaching quality and public understanding of science.

Patrick Babin, professor at the University of Bordeaux, team leader and participant in the task related to Neurotox at PARC, highlights:

Do you want to spark their interest in science, particularly biology? Start with the beauty of biological organisms and their aesthetics, as well as the shared pleasure of scientific reasoning, such as cutting a diamond to perfection.

The researchers conclude that programmes combining inquiry-based learning, sensory engagement, and real research contexts may represent a powerful strategy for strengthening scientific literacy and inspiring future generations. By demonstrating that science can be tangible, creative, and emotionally engaging, initiatives like this offer a promising pathway to make STEM education more effective and inclusive.