Educational Accessibility along the Insect Highway

I have, and always will, advocate for the endless benefits of using insects as instructional tools. To illustrate the unique power that insects possess, I often use the metaphor of a highway for educational interaction.

The Model:

• Vehicle (A): Represents the means by which students are transported to their desired learning outcomes.

• On-ramps (B): Symbolizes the educational starting points for students, where they begin their journey.

• Off-ramps (C): Indicate opportunities for students to arrive at engaging learning experiences.

The Role of Educators

High-quality teaching requires that educators recognize student starting points to engage prior knowledge and build on student understanding. This process is akin to merging onto the educational highway at various on-ramps, which enter at different locations. The vehicle then transports students to new understandings, expanding their perspectives relative to this vehicle.

Characteristics of Quality Instructional Vehicles

Quality instructional vehicles are reliable and capable of multiple entrances onto the educational highway. They provide opportunities to arrive at various epistemic destinations without needing to change vehicles.

Accessibility in Education

When education is accessible, students have an equal opportunity to enter this highway. The on-ramps fully merge onto the main thoroughfare, and the lanes leading to these destinations are smooth and clearly marked. This revised version aims to enhance clarity and organization while retaining the original message about the importance of insects in educational contexts.

Inaccessible Highways

When education is not readily accessible, students face challenges in navigating this educational highway and may ultimately fail to reach their intended academic goals. This issue can manifest in various ways. To illustrate this concept of inaccessible learning, I use cells as an example vehicle. Students may lack the foundational knowledge necessary or find it difficult to grasp concepts related to cells due to the abstract nature of microscopic life. This unfamiliarity results in a disconnection, akin to an incomplete on-ramp, preventing students from progressing without deliberate efforts to construct or repair this educational on-ramp. Abstract vehicles may also fail to establish concrete connections to the diverse topics educators aim to explore with students. Once students conceptualize and become familiar with cells, these can be expanded upon to cover topics such as cell types, photosynthesis, and DNA. However, other topics remain out of reach. For instance, agriculture and food production inarguably depend on an understanding of cells, but the connection is more complex and tedious compared to the link between cells and DNA replication, depicted as a trailing off-ramp. Additionally, using cells as a vehicle to discuss more distant topics like global cultures proves challenging. While a connection exists, the numerous "stops" between cells and diverse cultures suggest that a different vehicle would be more effective for educational engagement. This disconnect is represented by an off-ramp that does not connect to the main highway. My argument is not that cells are not essential to biology education, but rather that they have limited utility due to student unfamiliarity and a restricted number of educational pathways available.

The Benefits of Insects as Educational Vehicles

Insects are exceptional instructional tools due to their widespread presence. Their ubiquity ensures that every student has likely encountered an insect personally. While this encounter might not involve the specific insect used in education, and may not always be positive, it lays a solid foundation for learning. This inherent familiarity allows students with varying levels of understanding to engage more readily, offering multiple on-ramps for connection. The widespread presence of insects not only aids initial engagement but also facilitates connections to a broad range of topics. Insects occupy nearly every ecological niche and are found on almost every continent. They provide clear pathways for students to explore traditional biological concepts such as ecology and genetics. Furthermore, the impact of insects on humans offers opportunities for place-based learning and discussions on pressing issues like climate change, sustainability, and food security. Insects also serve as conduits to more abstract or distant concepts, such as mythology, history, art, and religion. For instance, fleas were vectors for the Black Plague in the 14th century, and human body lice contributed to the spread of typhus, influencing Napoleon's retreat from Russia. Throughout history, various cultures have incorporated insects into their symbolism and religious practices. The ancient Egyptians, for example, used scarab beetles to symbolize Khepri, the god believed to roll the sun across the sky each morning, akin to dung beetles rolling dung. The diverse pathways provided by insects also offer educators a framework to build upon prior learning. When teachers use scarab beetles as exemplary organisms to discuss ecosystems or food webs, they establish a foundation that can be referenced in future topics such as genetics, agricultural pests, invasive species, astronomy, religion, and history.

Leveraging insects as educational tools presents a unique, and underused, opportunity for educators to enhance learning experiences across various disciplines. Their accessibility and relevance allow for a multitude of entry points into complex subjects, making learning both engaging and relatable. By recognizing the potential of these small yet significant creatures, we can pave the way for a more inclusive and dynamic educational journey, ensuring that all students are able to access the educational highway.