392 18 Synthetic Biology: From Genetic Engineering 2.0 to Responsible Research and Innovation
18.4.3 Science Education
The third key to RRI is science education [76]. Creative learning of fresh ideas
will help enhance the current education process to ensure all societal actors can
get relevant knowledge and tools to participate and make knowledge-based
judgment in the process of research and innovation. The educational activity
currently being explored are education initiatives that will promote “a culture of
responsibility, participative inquiry, nuanced debate -starting in primary or high
schools and including governments, scientists, businesses and civil society” [71].
The same report also suggested the roles different stakeholders should play to
enhance sciences. Both the governments and research funders should foster in
interdisciplinary cooperation and education. The consideration of ethical issues
and societal needs should be addressed through education and training. This
would prepare the societal actors better to anticipate ethical concerns and to
take these concerns into consideration in the future R&D [65].
SB is a nascent research field and well known for its interdisciplinary nature.
The novelty of SB calls for better science education – targeting not only the pub-
lic at large but also the researchers from other disciplines. Meanwhile, activities
around SB, such as the International Genetically Engineered Machine (iGEM)
competitions and DIYBio movement, have already provided existing platforms
for serving the education purposes. The iGEM competition is a worldwide SB
annual competition. It initially aimed at undergraduate university students to
promote their interest in this nascent field. But it has now expanded to include
divisions for high school students and other interested groups outside the uni-
versity setting [77]. DIYBio is a growing movement among amateur biologists.
They are individuals, or small groups, who conduct biological research outside
the conventional institutional setting (such as in academic or industrial facilities)
with limited resources. Amateur biologists have little or no formal training in
biology [78–82]. Both the iGEM and DIYBio movement will open up new educa-
tion channels to the public. Both of them call for more supports from the profes-
sional society and regulatory bodies to ensure the activities are conducted in
efficient and beneficial way [83–88].
Among the many different ways of science education to engage nonscientists
in science and technology issues, the use of science games comes handy. For
example, BioFaction, as part of the European Science Foundation project on syn-
thetic lantibiotics called “SYNMOD,” developed a mobile app game to present
the concept and aim of the project in an entertaining and accessible way (see
Figure 18.3).18.4.4 Open Access
SB is a fast-growing field that can be assigned broadly to the knowledge-based
bioeconomy. Although SB is still in a nascent stage, the issues on open access
have already raised concerns for potential future applications. A study was done
to analyze the comparative benefits and pitfalls of open access and patenting
issues [89]. As mentioned earlier in the chapter about frames and comparators,
SB is also influenced by the IT sector. So it comes as no surprise that some ideas