MI3: Today, we’re looking at really innovative collaborative research with the paper “A Library of Electrophysiological Responses in Plants: A Model of Transversal Education and Open Science” with MI3 senior researcher Étienne Serbe-Kamp. This study isn’t just about discovering new things in plant science— it’s also about changing the way we interact in classrooms, with researchers, and even with the environment. And it was done in Chile! It’s hard to know where to start — so I will try two questions at once: why is studying plant signals so special, and why especially for teaching?
Étienne: Let’s start with the first then! Why is studying plant signals special? Because it gives us a peek into a world we usually don’t notice. Most people think of plants as pretty static, just sitting there growing, but in reality, they’re constantly responding to their environment. Some generate electrical signals when they’re touched, when they’re exposed to light, or even when they sense changes in temperature. Bringing this into the classroom is a game-changer because it turns learning into something interactive. Students don’t just read about how plants work—they actually see these signals in real-time, which makes the science and the message feel much more alive and immediate.
MI3: That sounds like a huge shift from traditional learning. How does this hands-on approach change the way students interact with each other and with science?
Étienne: It is part of what our collaboration with Backyard Brains is all about. When students are involved in recording and analyzing these plant signals, they’re not just passively absorbing information. They’re actively engaged, collaborating with each other, and taking ownership of the learning process. It’s not just about memorizing facts—it’s about discovery, experimentation, and discussion. But where we went further is to actually tackle a new question and publish the research: we all talk about bringing more people into STEM – and that’s clearly a success story here, because the students were so proud to be driving innovative research.
MI3: This study also seems to place a big emphasis on open science and interactive formats. Why is that so important, especially in the context of this research?
Étienne: Open science and interactive formats are crucial because they make science more accessible and collaborative. In this study, we weren’t just working with data behind closed doors—we made it available to students, teachers, and researchers around the world. And in the classroom, it means students aren’t just learning—they’re contributing to real scientific knowledge, which is incredibly empowering.
MI3: Speaking of the research, what were some of the key findings about the plants? What is it that you found?
Étienne: The fascinating findings were how different plants respond to various stimuli. For example, Mimosa pudica, commonly known as the sensitive plant and the Venus flytrap, Dionaea muscipula show Action Potentials when touched. With the highschool students we were able to easily reproduce these findings but wanted to extend our research to another known signal: the wound potential. So we set out to investigate 15 different plant species by setting a leaf on fire for a few seconds. There we could reproduce results from other studies that showed wound potentials in e.g. tomatoes, but were also able to show their electrical waveforms for the first time in well-studied plants like basil. Each plant has its own unique way of interacting with its environment, and by studying these wound signals, we’re able to understand how each species has adapted to survive. These findings aren’t just interesting from a biological perspective; they also provide rich material for teaching about biodiversity and the adaptability of life forms.
MI3: Wow – setting a plant on fire! That sounds thrilling! More seriously: you have done a lot of work on insects and brains, and you are passionate about science communication. And why do you think turning to plants is so relevant now?
Étienne: It’s relevant now because we’re living in a time when understanding and connecting with nature is more important than ever. We’re facing global challenges like climate change and biodiversity loss, and education needs to reflect that. By studying plants in this hands-on, interactive way, we’re helping students build a deeper, more personal connection to the environment. It’s not just about facts and figures—it’s about fostering a sense of curiosity and responsibility toward the natural world.
Plus, with the rise of digital learning environments which compete with a lot of fancy animations, using these interactive formats makes classroom education more engaging and effective. It helps bridge the gap between abstract concepts and real-world applications – but mostly it is a collective endeavour.
MI3: You’ve mentioned some really important aspects of this research. But before we wrap up, could you tell us a bit about the impact this work has had outside the lab? For instance, how has it been received by the public or the scientific community?
Étienne: The response has been really exciting. In fact, our work was recently featured in El Mercurio, which is the oldest and most prestigious newspaper in Chile. It’s not every day that plant signals make headlines, so that was a huge moment for us. The media attention really highlights the growing interest in how we can use interactive, hands-on learning to explore complex scientific topics.
MI3: That’s incredible! It must feel great to see such a positive reception. So, what’s next for this project?
Étienne: We’re actually just getting started. We’re already working on the second part of our research. This time, we’re teaming up with university students to dive deeper into the conduction velocity of these electrical signals in plants. Using two-channel recordings, we hope to get a clearer picture of how these wound potentials propagate within the plant. It’s all about understanding the nuances of these signals and what they tell us about plant behaviour.
MI3: We hope to see you again to talk about this new research too then! But for now, thanks, this has been a really great discussion.
Étienne: Thank you! It’s been great to talk about this work, and I’m excited to see how these ideas continue to inspire more students and teachers!
Check out the original study and Etienne Serbe-Kamp’s profile.
References:
Madariaga, D., Arro, D., Irarrázaval, C., Soto, A., Guerra, F., Romero, A., Ovalle, F., Fedrigolli, E., DesRosiers, T., Serbe-Kamp, É., & Marzullo, T. (2024). A library of electrophysiological responses in plants – a model of transversal education and open science. Plant Signaling & Behavior, 19(1). doi.org/10.1080/15592324.2024.2310977