What Happens When Students Feel Like Collaborating Scientists?

This winter, 132 middle school students from Utah, North Dakota, and Illinois participated in Venom CoLab — an inquiry-based, collaborative science experience designed for grades 6–9.

Venom CoLab is structured as a five-day immersive investigation. Students assume real scientific roles (Zoologist, Biochemist, Molecular Biologist, and Pharmacologist) and work in teams to study venomous organisms like marine snails, snakes, sea anemones, and scorpions. Their goal: identify peptides from venom that could become treatments for real-world medical challenges such as pain, cancer, or autoimmune disease.

Rather than learning about science passively, students conduct digital experiments, use augmented reality tools, and participate in structured lab meetings where they must synthesize and defend their findings.

When we analyzed student responses, four clear themes emerged:

Engagement & Active Participation

Students repeatedly described the experience as interactive and immersive.

One student wrote, “I enjoyed the stimulations because they were interactive and fun.” Another shared, “I enjoyed the game parts because they were engaging and fun.” A third student stated, "I liked doing the hands-on activities because they helped me understand how venom works in real life."  

These responses reflect the strong engagement theme that appears consistently when students describe hands-on, technology-supported science learning.

Collaboration & Lab Meetings

Structured lab meetings stood out as a meaningful part of the experience. “Working with my group was fun too because we got to make decisions together and figure things out.”

Students didn’t just complete tasks side-by-side; they depended on one another’s roles to move forward. This collaborative design appears to be a core driver of both participation and perceived enjoyment.

Identity as a Scientist

Perhaps the most powerful theme was identity formation. “Being in the position of a scientist was pretty amazing”  Another student said their favorite part was “The experiment part because I felt like I was like a scientist.”

Students weren’t just consuming information. "I learned how to run tests on certain proteins and molecules." They were inhabiting scientific roles, making decisions, and engaging in authentic reasoning processes. That shift- from learner to practitioner- is a critical design feature.

Content Mastery & Real-World Application

Students frequently referenced the realism of the experience. The structure of studying venom peptides and proteins to develop treatments grounded abstract biological concepts in meaningful context. "I liked working with real data and getting to think like a scientist."

The program’s design aligns with NGSS practices like developing models, constructing explanations, and cause-and-effect reasoning which helps explain why students often described the work as “real” science rather than just schoolwork.

"I learned that science is all about asking questions, using evidence, and working together to solve problems. In Venom CoLab, I learned how scientists study venom by using data, comparing results, and looking for patterns."

In conclusion, across this 132-student sample, the dominant pattern was:

• High engagement

• Positive collaboration

• Strong identity connection

• Interactive learning

When students have defined scientific roles, depend on teammates to progress, engage with interactive tools, and see a clear real-world purpose, engagement becomes a natural outcome of thoughtful design.

Across Utah, North Dakota, and Illinois, one thing was clear: Students don’t just want to learn science, they want to be scientists. And when given that opportunity, they rise to it!