What if every child could explore microbiology in their classrooms?

By Raquel Branquinho

Hands-on microbiology workshops in a rural Portuguese school gave every child direct access to science. The result is a scalable model to reduce inequalities, spark curiosity, and reshape how children see science and their place within it.

We often discuss the importance of making science more accessible — but what would that look like in underserved regions, far from universities, research labs, or science hubs?

Bringing microbiology into the primary school classroom

In Armamar, a small village in Portugal's Douro Valley, microbiology stepped into every primary classroom of Gomes Teixeira School Cluster (AEGT), through playful and hands-on workshops tailored to each grade level. Rather than learning from textbooks or screens, 153 children aged 6 to 10 had the opportunity to engage directly with a microbiologist and explore life at a scale they couldn't see but could, suddenly, imagine. Each workshop centred on three deceptively simple questions:

What are bacteria?
Where do they live?
Why do they matter?

These questions opened the door to imagination, play, and inquiry, with stories, games, Petri dishes and microscopes.

Children observed real colourful bacteria on Petri dishes and using microscopes. With a simple cell model, they were introduced to core bacterial structures and shapes, and how these relate to bacterial movement, survival and roles in nature. Gradually, bacteria were transformed from invisible "germs" into familiar living helpers, present in food, soil, pets or their bodies.

And then, the questions began, curious and wildly imaginative: What bacteria live on my pencil? Are the ones on my dog my cousins? If I take a shower, am I killing mine bacteria? If they're everywhere… then I must be squashing them when I sit in this chair? As bacteria became less abstract and more embedded in children's world, the ground was laid for one of the most powerful moments of workshops.

bacteria & belonging

The transformation became visible when children were invited to be scientists and design their own "pet bacteria" — imaginary microbes with names, shapes, habitats, roles and personal stories. Some lived on eyelashes, others under fingernails. Some cleaned polluted rivers. A few could potentially heal diseases while others provoke them. Each microbe was colorfully crafted in clay and proudly presented to the class, contributing to a moment of learning integration. By creating a bacterium, children were encouraged to explore concepts of morphology, function, microbial ecology and creative thinking. Microbiology has evolved from a subject to be learned, to one that offers a space to relate, express and even belong to.

Armamar’s blueprint

Armamar is, to our knowledge, the first place in Portugal where every child in a public primary school interacted directly with a scientist and took part in a hands-on microbiology lesson. This also means that all students moved on to the next education cycle with the opportunity to engage in scientific practices directly.

The children's feedback was impressive: 96.5% said they loved the experience, 75.9% described the workshop as “spectacular”, and 86% said they learned many new things. It is perhaps worth noting that 74.3% of children expressed a clear desire to learn more about microbiology, which could be seen as a promising indicator of the impact of these workshops on motivation and sparking children’s interest in science. Teachers also highlighted the enthusiasm in the classroom, the high level of participation and how the workshop boosted children’s motivation for science.

These initiatives go beyond simply achieving curriculum standards; they encourage children to think, question, and understand the world autonomously. When children learn that bacteria help plants grow, they begin to reflect on sustainable agriculture. When they realise that microbes clean pollutants, they start to grasp natural cycles and develop a sense of responsibility for the environment. When they learn that the rise of antibiotic-resistant bacteria is a real threat and one of the most significant risks to public health in the 21st century, they see that science also teaches responsibility and that many future decisions will rest in their hands. And when children see themselves reflected in what they are learning, when they understand that science isn't distant but something they shape with their questions, their hands and in the world around them, we are nurturing them to be more confident, more curious and more prepared to think critically about the world. And we may be inspiring the next generation of scientists!

This initiative grew from a strong local alliance between the NGO ARMA-Sci (Armamar Network for the Promotion of Science Capital), the AEGT local school cluster and the Municipality of Armamar. Together, they are laying the foundation for a long-term vision for equitable science access in rural regions, rooted in early education, local identity and knowledge as a driver of local development. While every region has its own challenges, the Armamar experience offers a replicable model for researchers, educators and science communicators, showing that science outreach and practices can succeed even in underserved contexts.

What if the Armamar story was not an exception?

What if microbiology could reach every child? Then, children may learn to imagine their own futures and grow up knowing that microbiology, science — and possibility — belong to them too.

Inspired? reach out!

ARMA-Sci – Armamar Network for the Promotion of Science Capital

ARMA-Sci is a non-profit association, formally established in 2023, dedicated to democratizing access to science and knowledge, particularly in rural regions. At ARMA-Sci, we believe that the scientific capital of a territory — its natural, cultural, and human resources — is essential for sustainable and inclusive development, helping retain talent, foster innovation, and empower local communities.

Since its foundation, ARMA-Sci has mobilized a growing network of young people, scientists, and local actors to create a dynamic ecosystem of science culture in Armamar. Through strong partnerships with the Municipality of Armamar and the Gomes Teixeira School Cluster (AEGT), we have promoted equitable access to science and opened new academic and professional opportunities deeply connected to the region.

Our initiatives span a wide spectrum, from school-based programs such as microbiology workshops and science communication activities, to community events where young people and citizens meet and work alongside scientists. We also promote mentoring programs, public debates, and initiatives celebrating women and girls in science. At a larger scale, ARMA-Sci organizes flagship projects such as the European Researchers’ Night in Rural Territories, which has rapidly grown into a national and international reference. These efforts have been recognized both nationally and internationally — from coverage in leading Portuguese media (Público) to peer-reviewed publications (JCOM) and features in global science communication platforms such as PLOS SciComm.

By combining education, research, and community engagement, ARMA-Sci is consolidating science as a driver of sustainable development in rural territories, ensuring that young people grow not only with access to science, but also as active co-creators of knowledge and innovation.

Contacts
Email:

Key people

Raquel Branquinho — Microbiologist, project lead, ARMA-Sci President
Joaquim Duarte — Gomes Teixeira School Cluster (AEGT), Dean