Exploring scientific complexity with authenticity and inclusion: New curricula and assessment materials for phytobiome STEAM kits

Abstract

It has been noted we are in a post-truth era and unfortunately misinformation exists even in science. Furthermore, polarization of society is negatively impacting debate. Critical thinking, systems thinking, and thoughtful creative innovation can help combat such negative pressures on science. A phytobiome approach involves studying a plant as its own ecosystem or biome (plant, its associated organisms, and its environment). It also has complexity, including multiple hypothesis testing approaches, that can be missing in science literacy programming. We developed a new curriculum for phytobiome science, technology, engineering, arts, and mathematics (STEAM) kits. Our four phytobiome STEAM kits (preschool to grade 3, grade 4–7, grade 8–12, and adult) teach a phytobiome thinking approach using creative methods such as poetry, drawing, and so on, specifically in (i) hypothesis generation, (ii) study design, (iii) complexity in science, and (iv) STEAM reflection. We also use newly created (in another publication) plant, environments, associated organisms, and interactions model tables. To our knowledge, this is the first time phytobiome science literacy material has been created for such a wide range of ages and with incorporating the arts to help with inclusion and engagement, complexity, creativity, and critical thinking promotion. Our authorship team consists of students (high school and undergraduate), educators, and scientists, which in itself is a useful contribution, as we co-created the kits. The curriculum material and other information in this article can foster future studies.