Visualizing the Invisible: A Guide to Designing, Printing, and Incorporating Dynamic 3D Molecular Models to Teach Structure–Function Relationships

Howell, Michelle; Dijk, Karin van; Booth, Christine S.; Helikar, Tomáš; Couch, Brian A.; Roston, Rebecca

doi:10.1128/jmbe.v19i3.1663

Cited by 14 publications

(20 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We have previously published a guide to design 3D molecular models, including specific directions for the model used in Module III . All of the models are available as structural files that can be adapted to many 3D printers (Supporting Information File S7) or as print‐on‐demand models through the commercial vendor Shapeways (http://www.shapeways.com/shops/macromolecules).…”

Section: Methodsmentioning

confidence: 99%

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

Howell

Booth

Sikich

et al. 2019

Biochem Molecular Bio Educ

Self Cite

View full text Add to dashboard Cite

Understanding the relationship between molecular structure and function represents an important goal of undergraduate life sciences. Although evidence suggests that handling physical models supports gains in student understanding of structure–function relationships, such models have not been widely implemented in biochemistry classrooms. Three‐dimensional (3D) printing represents an emerging cost‐effective means of producing molecular models to help students investigate structure–function concepts. We developed three interactive learning modules with dynamic 3D printed models to help biochemistry students visualize biomolecular structures and address particular misconceptions. These modules targeted specific learning objectives related to DNA and RNA structure, transcription factor‐DNA interactions, and DNA supercoiling dynamics. We also designed accompanying assessments to gauge student learning. Students responded favorably to the modules and showed normalized learning gains of 49% with respect to their ability to understand and relate molecular structures to biochemical functions. By incorporating accurate 3D printed structures, these modules represent a novel advance in instructional design for biomolecular visualization. We provide instructors with the materials necessary to incorporate each module in the classroom, including instructions for acquiring and distributing the models, activities, and assessments. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):303–317, 2019.

show abstract

Section: Methodsmentioning

confidence: 99%

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

Howell

Booth

Sikich

et al. 2019

Biochem Molecular Bio Educ

Self Cite

View full text Add to dashboard Cite

show abstract

“…The majority of the published studies of 3D models in the classroom focus on structure (4,5,7,18,21). The ways in which these models are incorporated into the class fall into three categories: instructor-led demonstrations, in-class activities, and student-driven 3D printing projects (Table 1).…”

Section: Structure-focused Strategiesmentioning

confidence: 99%

“…Studies of these strategies provide evidence that 3D models are effective for teaching concepts related to molecular structure (4,5,7,18,21). When the goal of the model is to teach function, however, additional strategies are necessary, as the focus is not solely on the model, but on developing active-learning classroom activities in which the model can be used.…”

Section: Function-focused Strategiesmentioning

confidence: 99%

“…The emergence of 3D printing labs termed "makerspaces" on college and university campuses has facilitated a surge in courses incorporating 3D-printed models (1). While both 3D-printed and "homemade" kinesthetic models enhance student learning in multiple settings (2)(3)(4)(5)(6)(7)(8)(9)(10), developing models paired with lessons that not only allow learners to build their understanding but include all learners requires expertise in Universal Design for Learning (UDL), constructivist pedagogies, and 3D design and printing.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

STEM BUILD: An Online Community To Decrease Barriers to Implementation of Inclusive Tactile Teaching Tools

Ramirez

Gordy

2020

J Microbiol Biol Educ.

View full text Add to dashboard Cite

Access to 3D printing and other "maker" technologies has opened new doors for the creation of classroom activities using physical models. Multiple strategies for implementing 3D-printed models exist, and work to define best practices is ongoing. We outline the strengths and weaknesses of common strategies for employing physical models in undergraduate biology courses and describe a novel strategy that we have developed to pair 3D-printed models with guided inquiry learning to create inclusive and interactive learning experiences. We further introduce the STEM BUILD website, a resource that we have developed to facilitate collaboration among instructors, makers, researchers, and Universal Design for Learning experts and reduce barriers to broad implementation of inclusive kinesthetic learning activities.

show abstract

“…The education community is working to address this need as evidenced by various calls to action developed by national organizations such as the American Association for the Advancement of Science and the National Research Council (1)(2)(3). These calls have prompted many educators to re-evaluate the ways in which they approach science education and find ways to identify and develop innovative and evidence-based solutions to educational problems (4)(5)(6)(7). The field of biochemistry is no exception, and the American Society for Biochemistry and Molecular Biology (ASBMB) has identified five threshold concepts in biochemistry (8).…”

Section: Introductionmentioning

confidence: 99%

Using computational modeling to teach metabolism as a dynamic system improves student performance

Song²,

et al. 2020

Preprint

Self Cite

View full text Add to dashboard Cite

Author ContributionsTH, RLR, BAC, and KVD conceived of the concept. CSB, TH, RLR, and KVD designed assessment questions with input from BAC and MEH. CSB designed computational models, developed overall module structure, and collected data. CSB, RLR and KVD designed module questions and refined the module structure with input from TH. MEH and SMS provided instructor-level feedback and RH provided usability feedback about modules. AR and AS built software features. CSB and CS analyzed the data. CSB, TH, RLR, BAC, MEH and KVD provided critical feedback and shaped the research and analysis. CSB, TH, and RLR wrote the manuscript with input from BAC and KVD. All authors commented on the manuscript. AbstractUnderstanding metabolic function requires knowledge of the dynamics, interdependence, and regulation of biochemical networks. However, current approaches are not optimal to develop the needed mechanistic understanding, and misconceptions about biological processes persist even after graduation. To address these issues, we developed a computational modeling and simulation approach that employs scaffolded learning to teach biochemistry students about the regulation of metabolism. The power of the approach lies in students' abilities to alter any component or connection in a modeled system and instantly observe the effects of their changes.We find that students who use our approach perform better on biochemistry metabolism questions compared to students in a course that did not use this approach. We also investigated performance by gender and found that our modules may have the potential to increase equity in education. We noted that students are generally positive about the approach and appreciate its benefits. Our modules provide life science instructors with a dynamic and systems-driven approach to teach metabolic regulation and control that improves learning and also equips students with important technical skills.

show abstract

Visualizing the Invisible: A Guide to Designing, Printing, and Incorporating Dynamic 3D Molecular Models to Teach Structure–Function Relationships

Cited by 14 publications

References 10 publications

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

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

STEM BUILD: An Online Community To Decrease Barriers to Implementation of Inclusive Tactile Teaching Tools

Using computational modeling to teach metabolism as a dynamic system improves student performance

Contact Info

Product

Resources

About