Using 3D printed physical models to monitor knowledge integration in biochemistry

Abstract

Noncovalent interactions determine the three-dimensional structure of macromolecules and the binding interactions between molecules. Students struggle to understand noncovalent interactions and how they relate to structure–function relationships. Additionally, students’ difficulties translating from two-dimensional representations to three-dimensional representations add another layer of complexity found in macromolecules. Therefore, we developed instructional resources that use 3D physical models to target student understanding of noncovalent interactions of small molecules and macromolecules. To this effect, we monitored indicators of knowledge integration as evidenced in student-generated drawings. Analysis of the drawings revealed that students were able to incorporate relevant conceptual features into their drawings from different sources as well as present their understanding from different perspectives.

Aiming for the Bullseye: Targeted activities decrease misconceptions related to enzyme function for undergraduate biochemistry students

“…These and other studies report that models simulate playful learning, 18,30 increase social engagement, 18,31 can focus attention, 32 and are engaging 2,9,11,17,31,32 . Models help make abstractions visible 33,34 and support knowledge integration 3 . The study of models as kinesthetic thinking tools 8,11,17,18,30,35 supports the Embodied cognition theory wherein interactions of the mind, body and the environment create cognitive processes 30,36,37 .…”

“…to think visually.” These skills are particularly challenging yet essential in biochemistry courses where a variety of abstract representations convey conceptual information. The use of 3D models to promote conceptual and visual literacy skill development is affirmed in other studies in biochemistry and molecular biology courses 1–16 . These and other studies report that models simulate playful learning, 18,30 increase social engagement, 18,31 can focus attention, 32 and are engaging 2,9,11,17,31,32 .…”

“…Many studies have investigated the impact of physical and virtual models on student learning in undergraduate biochemistry and molecular biology courses 1–18 . Few have utilized documented misconceptions to design physical models and activities with corresponding assessment(s) on learning 1,5 .…”

Combining 3D-Printed Models and Open Source Molecular Modeling of p53 To Engage Students with Concepts in Cell Biology

“…Students learn best when engaged, for example with student-centered learning strategies that allow them to experience concepts through multiple modes, including kinesthetically (1)(2)(3)(4). In STEM fields, easy access to tools such as 3D printers and open-source molecular structure viewers has provided affordable and practical alternatives to engage students by allowing them to model biologically relevant entities-including molecules and electron orbitals-and their functions (5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15).…”

A Strategy for Sustained Outreach in the Molecular Biosciences

“…Developed by former biochemistry researchers who recognized the power of physical models, the CBM sought to use 3D models to explore the invisible world of complex molecular structures and capture the interest of teachers and their students (Roberts et al, 2005;Bain et al, 2006;Herman et al, 2006;Herman et al, 2008). Physical models can be powerful classroom tools because they are engaging (Ainsworth, 1999;Cooper and Oliver-Hoyo, 2017;Gabel and Sherwood, 1980;Harris et al, 2009;Harrison and Treagust, 2000;Roberts et al, 2006) and they serve as a physical embodiment of a shared mental model (Gilbert, 2005;Babilonia-Rosa et al, 2018). Students prefer physical models to view and manipulate structures in three dimensions (Harris et al, 2009;Larsson and Tibell, 2015;Roberts et al, 2006).…”