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Proceedings from the International Conference on OrganKits 3 BOOST EDUCATIONAL MATERIAL IN SECONDARY SCHOOLS CONTENT 1. OrganKits, integrating Plastinated Specimens in STEAM Education ...................................... 4 2. Organkits for Interdisciplinary Learning ..................................................................................... 5 3. The OrganKits Educational Model ............................................................................................. 6 4. Implementation and Evaluation of the Organkits Educational Model ................................. 7 5. Evaluation of the Organkits Project: Results from Two Implementation Cycles ................... 8 6. Plastination at the core of the Organkits Project ..................................................................... 9 7. Organkits in Biology and Physical Education: a breakthrough in secondary education......10 8. Learning Through Organs: Platon School's Experience Implementing OrganKits in STEAM Education.............................................................................................................................................11 9. “Organ Kits for STEAM” – An integrated approach to scientific education ....................... 12 10. Patterns of Life, Exploring Mathematical Harmony Across Human Organs...........................13 11. Building Awareness and Engagement: The OrganKits Project's Communication and Dissemination Outcomes .................................................................................................................. 14 12. Organkits Implementation at IES Ingeniero de la Cierva ................................................. 15 13. Organkits in Science Museums: A Case Study in Murcia ................................................. 16 14. Organkits at MUDIC Jesús Carnicer .................................................................................... 17 4 BOOST EDUCATIONAL MATERIAL IN SECONDARY SCHOOLS 1. OrganKits, integrating Plastinated Specimens in STEAM Education Octavio López Albors Project Coordinator, Full professor of Anatomy & Comparative Pathology, University of Murcia, 30100 Murcia, Spain This Erasmus+ project (2022–2025) introduces plastinated anatomical specimens into secondary education for the first time within a STEAM framework. It validates a new educational model based on project-based learning (PBL), aimed at promoting scientific curiosity, interdisciplinary integration, and meaningful learning. The model explicitly incorporates the EU Key Competences and contributes to awareness of the Sustainable Development Goals (SDGs), while addressing three transversal priorities: inclusion, environmental sustainability, and use of digital tools. The project is structured around six thematic OrganKits — CardioHealth & Emotions, NeumoHealth & Environment, NutriHealth & Wellness, MentalHealth & Mindfulness, SportsHealth & Dependence, and ReproHealth & Gender—, each combining plastinated specimens with health related and socially relevant topics. Each kit includes a set of plastinated specimens, plus teacher and educational guides, with multilingual learning materials, enabling cross-curricular activities through PBL strategies. To date, all the kits have been produced and implemented in partner schools, “associated” schools and some science museums. Analysis of implementation data shows high student satisfaction, enhanced engagement, and increased motivation. Teachers report that OrganKits effectively support the integration of health-related content and facilitate dynamic learning environments. Their successful use in informal educational spaces such as museums, further confirms their scalability. The OrganKits Educational Model is an innovative, replicable model that merges anatomical science with student-centred, project-based learning aligned with European educational values. 5 BOOST EDUCATIONAL MATERIAL IN SECONDARY SCHOOLS 2. Organkits for Interdisciplinary Learning Octavio López Albors Project coordinator, Full professor of Anatomy & Comparative Pathology,University of Murcia, 30100 Murcia, Spain The Organkits project integrates plastinated anatomical specimens into a crossdisciplinary educational framework to foster STEAM-based learning in secondary education. Each Organkit serves as a thematic platform for inquiry, experimentation, and reflection across biological, artistic, technological, and social dimensions. The CardioHealth kit goes beyond cardiac anatomy to encourage students to engage in activities involving circulation models, exploring heart function mechanically and metaphorically. It links physiology with literature, music, and art through the symbolic meaning of the heart. NeumoHealth enables a deeper understanding of lung function and respiratory health. Using models and analogies such as water filtration, students observe gas exchange and analyze how breathing is regulated in music, sports, and physical activity. It also introduces environmental factors and the fractal nature of bronchial patterns. NutriHealth focuses on digestive system morphology and clinical diagnostic tools like basic endoscopy. It incorporates digital health monitoring, caloric intake tracking, and artistic exploration to stimulate discussions around nutrition and wellness. MentalHealth invites anatomical exploration of the brain, connecting its structure with mathematical patterns and the logic of artificial intelligence. It incorporates diagnostic tools such as MRI and promotes mindfulness and yoga to investigate the impact of mental training on well-being. ReproHealth provides a platform for analyzing reproductive anatomy and gender representation. It supports data-driven inquiry into demographic trends, explores gender through artistic and technological lenses (e.g., 3D printing), and encourages critical discussions on gender roles and reproductive health. Finally, SportsHealth emphasizes biomechanical principles and movement analysis. It explores human anatomy through practical applications such as joint mechanics, force distribution, and rehabilitation, fostering awareness of aging, injury, and care. Together, these kits offer a tangible and inclusive way to explore human biology while integrating digital tools, social reflection, and creative thinking. 6 BOOST EDUCATIONAL MATERIAL IN SECONDARY SCHOOLS 3. The OrganKits Educational Model Research Group in Educational Technology (University of Murcia) https://portalinvestigacion.um.es/grupos/32136/detalle The OrganKits Educational Model is an innovative pedagogical proposal that integrates STEAM methodology and Project-Based Learning (PBL) with plastinated anatomical resources to foster student engagement and enhance science learning in secondary education. The model is grounded in the design, development, and evaluation of specific educational resources, applying a Design-Based Research (DBR) approach to assess both materials and implementation processes. OrganKits Educational Model Assessment To assess the model (based on Project Based Learning method) we have used the research method DBL (Design Based Research) with two cycles of implementation. So the implementation of resources was carried out in two phases between November 2023 and February 2025, involving secondary schools in Spain, Italy, Greece, and Turkey. The first phase began with the collection of data on students’ initial motivation and interest in science subjects, followed by the implementation of learning units using plastinated organ briefcases. Post-intervention data was collected from both students and teachers to assess motivation changes and perceptions of the materials used. The second phase, conducted with no prior motivation assessment, focused on postintervention feedback to validate the model’s consistency and scalability. Key findings from the two phases highlight a significant increase in student motivation, particularly due to the engaging nature of the briefcases and the hands-on experience of interacting with real anatomical specimens. Teachers also reported high satisfaction with both the briefcases and the accompanying educational guides, noting improvements in student understanding and classroom dynamics. Overall, the OrganKits model demonstrates the potential of combining tangible scientific resources with PBL strategies to create more meaningful and enjoyable learning experiences. It offers a replicable and scalable approach for integrating innovative educational tools into science curricula, supporting both student motivation and teacher engagement. These results position OrganKits as a promising model for science education innovation at the European level. 7 BOOST EDUCATIONAL MATERIAL IN SECONDARY SCHOOLS 4. Implementation and Evaluation of the Organkits Educational Model Research Group in Educational Technology (University of Murcia) https://portalinvestigacion.um.es/grupos/32136/detalle The Organkits project introduces a STEAM-based educational model using plastinated anatomical specimens to promote project-based learning (PBL) in secondary schools. The initiative integrates educational kits (‘briefcases’), anatomical atlases, online resources, and structured guides for teachers, all designed to foster interdisciplinary learning through hands-on experiences. The implementation strategy followed a Design-Based Research (DBR) approach, assessing both the design and educational impact of the resources. Teachers were trained in planning effective PBL activities: defining relevant objectives, setting clear questions, staging project milestones, and integrating plastinated organs into crossdisciplinary scenarios. The evaluation framework included questionnaires for both students and teachers, translated into English, Spanish, Greek, Turkish, and Italian. Results from the first implementation showed high levels of intrinsic motivation among students, who found the learning process enjoyable and meaningful. Teachers expressed strong satisfaction with the kits and teaching materials. In the second implementation, students particularly highlighted the excitement of manipulating real plastinated organs, which helped them understand complex concepts more effectively. Activities covered six core themes: Cardio (heart dissection, blood circulation), Mental (brain anatomy and AI discussions), Neumo (bronchoscopy simulation), Nutri (digestive system and food habits), Repro (comparative anatomy), and Sports (musculoskeletal analysis). The most frequently used kits were those focusing on cardiovascular, neurological, and respiratory systems. Teachers recommended expanding the number of kits to enable group work, allocating more time for concentration-heavy tasks, and incorporating additional digital tools. Overall, Organkits proved to be an engaging and effective resource for promoting student-centered science education. 8 BOOST EDUCATIONAL MATERIAL IN SECONDARY SCHOOLS 5. Evaluation of the Organkits Project: Results from Two Implementation Cycles Research Group in Educational Technology (University of Murcia) https://portalinvestigacion.um.es/grupos/32136/detalle The Organkits project has undergone two implementation cycles aimed at assessing the impact of plastinated anatomical specimens and associated educational materials on secondary school science education. The evaluation used questionnaires for both teachers and students, translated into five languages, and focused on motivation, usability, and learning outcomes. In the first cycle, significant gains were recorded in intrinsic student motivation. Students reported that learning was more enjoyable, and teachers expressed high satisfaction with both the plastinated kits and the accompanying educational guides. The second cycle confirmed these trends: students emphasized the fun, hands-on nature of working with plastinated organs, which facilitated deeper understanding of anatomy. Teachers reported frequent use of the kits, with some cases being used more than five times. Most used were the Cardio, Mental, and Neumo kits. Activities included dissections, anatomical modeling, videos, and interactive simulations. Positive outcomes included improved attention, student engagement, and conceptual understanding of how organ systems work. Both students and teachers valued the realism and accessibility of the plastinated organs. Suggestions for improvement included adding more kits to enable group work, extending time for complex activities, and integrating more digital resources. Specific ideas included the addition of descriptive cards with anatomical references and comparative specimens (e.g., healthy vs. diseased lungs). Overall, the use of Organkits significantly enhanced science education by making learning more interactive and meaningful. The initiative was widely regarded as effective in increasing motivation, facilitating comprehension, and promoting active participation in the classroom. 9 BOOST EDUCATIONAL MATERIAL IN SECONDARY SCHOOLS 6. Plastination at the core of the Organkits Project DISCOVER-IN team (www.discover-in.com) Complejo Pleiades-Vitalis, Campus de Espinardo. 30100, Murcia, Spain Plastination is an anatomical preservation technique developed by Gunther von Hagens in 1977. It involves the replacement of bodily fluids (water and lipids) with polymers such as silicone, epoxy, or polyester resins, resulting in dry, odorless, durable specimens that maintain the original anatomical structure. This process enables safe, long-lasting manipulation and direct educational use. The technique consists of five key stages: fixation with formaldehyde to prevent decomposition; dissection to remove connective tissue and highlight relevant structures; dehydration in acetone to eliminate water and fats; vacuum polymer impregnation; and polymer curing via gas, heat, or UV light. These standardized procedures preserve tissues in lifelike condition. Within the Erasmus+ Organkits project, Discover-IN was responsible for plastinating all organs and assembling the educational briefcases. A total of 432 plastinated specimens were produced and 96 kits distributed across four partner schools: IES Miguel de Cervantes (Spain), IS Duca Abruzzi (Italy), Platon School (Greece), and Bahçesehir College (Turkey). Each OrganKit was tailored to a specific health-related educational theme: Cardiohealth (pig hearts), Mentalhealth (cow brains), Neumohealth (ovine lungs), Nutrihealth (pig stomachs and intestines), Sportshealth (cow elbow, ovine leg and stifle joints), and Reprohealth (ovine testicles, ovaries, and reproductive tracts). Production followed strict standard operating procedures (SOPs), ensuring consistent quality control. Final products were validated through a checklist based on anatomical landmarks. These plastinated specimens are now used in classrooms, museums, and science outreach, bridging academic precision with accessible educational resources. 16 BOOST EDUCATIONAL MATERIAL IN SECONDARY SCHOOLS 13. Organkits in Science Museums: A Case Study in Murcia Pedro J. Fernández Museo de la Ciencia y el Agua, Plaza de la Ciencia, 1, 30002 Murcia, Spain The Organkits initiative has been successfully implemented at the Science and Water Museum (Museo de la Ciencia y el Agua) in Murcia, Spain, as part of a temporary exhibition running from May to September 2025. This collaboration aims to enhance science communication through plastinated anatomical specimens in an informal educational setting. Science museums provide an engaging environment that stimulates curiosity and boosts attention. By incorporating plastinated organs, the museum offers a memorable learning experience that supports scientific thinking and encourages students to explore biology in a hands-on and participatory way. The lifelike nature of plastinates fosters personal reflection, deepens understanding of anatomy, and promotes scientific vocations among secondary school students. The exhibition aligns with several Sustainable Development Goals. It contributes to Quality Education (SDG 4) by providing interactive, extracurricular learning experiences. It promotes Gender Equality (SDG 5) by ensuring equal access and empowering girls in science. The initiative also addresses Reduced Inequalities (SDG 10) by offering tactile learning opportunities for individuals with disabilities, enhancing accessibility and inclusion. Additionally, the Organkits program supports Sustainable Cities and Communities (SDG 11) by utilizing public spaces to foster safe and meaningful community engagement. It embodies Partnerships for the Goals (SDG 17) through collaboration with institutions such as the University of Murcia. Organkits in science museums represent a powerful model of informal STEAM education. They combine anatomical realism, playful learning, and social responsibility, making them an effective tool for inspiring diverse learners and promoting equitable science education. 17 BOOST EDUCATIONAL MATERIAL IN SECONDARY SCHOOLS 14. Organkits at MUDIC Jesús Carnicer Juana Isabel Parres Ferri, Rosa Martínez Martínez & Mari Carmen Perea Marcos, MUDIC Jesús Carnicer (Museo Didáctico e Interactivo de Ciencias), Carretera de Beniel, Km 3.2 03312 Orihuela (Alicante), Spain The Didactic and Interactive Science Museum (MUDIC) Jesús Carnicer, is a permanent science outreach foundation supported by the City Council of Orihuela, Miguel Hernández University, and the Hypatia of Alexandria Science Teachers Association. With over 75 interactive modules, 43 hands-on workshops, and more than 22,000 student visitors annually, MUDIC plays a central role in promoting STEAM education across the Vega Baja del Segura region in the Valencian Community. Within this dynamic framework, MUDIC partnered with the Erasmus+ Organkits project to deliver an innovative educational program combining anatomy, health education, and plastinated biological specimens. This collaboration involved lending educational kits (“maletines”) and designing thematic monthly activities around six health-focused areas: Cardiohealth & Emotions, Nutrihealth & Wellness, Mentalhealth & Mindfulness, Sportshealth & Dependence, Neumohealth & Environment, and Reprohealth & Gender. Workshops were offered to students, teachers, and the general public, with one notable event being the weekend session titled “Nutrition, Health and Plastination” held on February 5th. Each monthly theme integrated plastinated organ specimens to foster hands-on learning and promote awareness of bodily functions, healthy lifestyles, and anatomical understanding in an engaging, tangible way. To extend outreach, the initiative was also featured in local media, including a dedicated radio segment on Onda Cero, and concluded with surveys aimed at evaluating student and teacher perceptions of the experience. The MUDIC-Organkits collaboration exemplifies how plastination can serve as a powerful educational and outreach tool in science museums, offering a multisensory, interdisciplinary approach to learning while reinforcing STEAM competencies and public scientific literacy. The “Organkits” project is co-financed by the European Union. The opinions and views expressed in this publication are those of the author(s) and do not necessarily reflect those of the European Union or the Spanish Service for the Internationalisation of Education (SEPIE). Neither the European Union nor the SEPIE National Agency can be held responsible for them.