IMPACT
Joanna Kobayashi recalls the extent of genetics lessons in high school science courses when she was a biology teacher. “You swab your cheek cells, extract your DNA, and put it in a little bottle to give to your mom as a necklace — which is cool,” she laughs. “But how much more meaningful would it be for students to say, ‘You know what? This is environmental DNA from a stream in my watershed, and we’re using it to detect native species.’” Through the ‘Āina-Informatics Network, 1,000 students annually have been given the opportunity to engage in meaningful commu- nity research. Examples include: n ‘Aiea High School students’ investigation of microbial communi- ties where remediated water was discharged into Hālawa Stream during the Red Hill water crisis. n Kaua‘i High School students’ analysis of eDNA from ‘Alekoko Fishpond to characterize phytoplankton and fish populations. n Fourteen Hawai‘i high schools sequencing of 420 coronavirus genomes to track the spread of different COVID variants statewide. “The volume of sequencing that we do at the high school level, I haven’t seen anywhere else,” says Dr. Chan, marveling that she is still blown away witnessing the instant reveal of genetic code. “The first time I sequenced something and saw the As, Cs, Gs, and Ts, I thought, this is incredible. That feeling of, wow, I’m seeing the genetic sequence of a bird whose DNA I extracted. That lightning bolt of realization. That’s the hope we have for our students.”
BIOETHICS
The power and accessibility of emerging genomic technologies raises important questions about the ethics of using the information now acquirable. Using the full genome sequencing of a native species as an example, Director of Community Science, Dr. Yvonne Chan explains, “Yes, you can sequence it. But should you? And then what should you do with that data?” Chan adds there is a history of biopiracy in Hawai‘i, with biotech companies taking sequences to create novel antibiotics or cancer drugs. “It’s great that we’re finding new drugs and therapies, but benefits should be shared back to the communities they came from.” An essential part of AIN curricula involves the discussion of bioethics in lockstep with learning gene-sequencing technology so students understand how to approach their decision-making in an ethical manner, taking into consideration scientific ramifications, social integrity, and cultural sensitivity. From ensuring project materials are derived in a pono manner to engaging students in the nuances of genomic data sovereignty, AIN curricula aim to launch a new generation of science learners centering ethics in their practice at the earliest stages of their training.
VOL.63 I NO.3 I 2025 I 19
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