Bioinformatics demands professionals skilled in both computing and the biological sciences, yet introducing these interdisciplinary concepts at earlier educational stages remains challenging. Here, we report the insights and perspectives gained from implementing a bioinformatics-focused pilot project programming course for high school students in Belo Horizonte, Brazil. Coordinated by a science teacher with support from university researchers, the course adopted Inquiry-Based Learning (IBL) and gamification methodologies to enhance student engagement. Structured in three phases over 9 months, the curriculum began with Scratch, through which students developed Molecular Biology projects such as DNA transcription simulations and question–answer games. Python was subsequently introduced via conceptual lessons and practical activities. The experience demonstrates that similar initiatives can be replicated in schools with basic technological resources and trained educators, although partnerships with universities or external experts may be required in less resourced contexts. The strategies presented offer guidance for educators and may inspire comparable programs, contributing to the training of future bioinformatics professionals.
Costa et al. (Wed,) studied this question.