An expanded framework for biomolecular visualization in the classroom: Learning goals and competencies

Abstract

A thorough understanding of the molecular biosciences requires the ability to visualize and manipulate molecules in order to interpret results or to generate hypotheses. While many instructors in biochemistry and molecular biology use visual representations, few indicate that they explicitly teach visual literacy. One reason is the need for a list of core content and competencies to guide a more deliberate instruction in visual literacy. We offer here the second stage in the development of one such resource for biomolecular three‐dimensional visual literacy. We present this work with the goal of building a community for online resource development and use. In the first stage, overarching themes were identified and submitted to the biosciences community for comment: atomic geometry; alternate renderings; construction/annotation; het group recognition; molecular dynamics; molecular interactions; monomer recognition; symmetry/asymmetry recognition; structure‐function relationships; structural model skepticism; and topology and connectivity. Herein, the overarching themes have been expanded to include a 12th theme (macromolecular assemblies), 27 learning goals, and more than 200 corresponding objectives, many of which cut across multiple overarching themes. The learning goals and objectives offered here provide educators with a framework on which to map the use of molecular visualization in their classrooms. In addition, the framework may also be used by biochemistry and molecular biology educators to identify gaps in coverage and drive the creation of new activities to improve visual literacy. This work represents the first attempt, to our knowledge, to catalog a comprehensive list of explicit learning goals and objectives in visual literacy. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):69–75, 2017.

An idea to explore: Use of augmented reality for teaching three‐dimensional biomolecular structures

“…Our module is consistent with research‐based recommendations to shift science classroom time from instructor‐centered lectures to student‐centered interactive activities . Future studies with AR should assess how well students learn using AR, with controlled studies using validated assessment tools …”

“…Furthermore, 2D images can often be misleading since they only illustrate one face of a biomolecule and important sites, such as regulatory binding sites, may be hidden from view. Nevertheless, spatial thinking and visual literacy are important skills to master for expertise in both biology and chemistry …”

Student Understanding of DNA Structure–Function Relationships Improves from Using 3D Learning Modules with Dynamic 3D Printed Models

“…Despite these potential benefits, others recognized that instructors lacked a resource to guide visual literacy education. This prompted the development of the Biomolecular Visualization Framework based on the American Society for Biochemistry and Molecular Biology's (ASBMB) foundational learning goals . This framework identifies overarching themes and provides learning goals and objectives that outline core content and competencies for instructing in macromolecular visualization.…”

“…The recent dawn of 3D printing has allowed instructors to teach molecular structure–function relationships using more complex physical models . Guided by the Biomolecular Visualization Framework, we leveraged this technology to design three interactive learning modules and assessments that use 3D printed models to target important misunderstandings of DNA structure and function that often stem from visual illiteracy and to help students visualize frequently challenging processes . In Table , we outline specific learning objectives related to misconceptions or difficult‐to‐visualize 2D to 3D translations identified from the literature and polling six biochemistry instructors .…”

Lessons from my undergraduate research students

“…This led to a talk about assessing student learning with molecular visualization at the 2013 ASBMB-sponsored symposium on Student-Centered Education in the Molecular Life Sciences. The BioMolViz group formed at that time and is expanding this rubric to include systematic learning goals and objectives (4). If you use molecular visualization in your teaching, I strongly encourage you to participate in one of the BioMolViz workshops.…”