A Combination of Hand-held Models and Computer Imaging Programs Helps Students Answer Oral Questions about Molecular Structure and Function: A Controlled Investigation of Student Learning

Abstract

We conducted a controlled investigation to examine whether a combination of computer imagery and tactile tools helps introductory cell biology laboratory undergraduate students better learn about protein structure/function relationships as compared with computer imagery alone. In all five laboratory sections, students used the molecular imaging program, Protein Explorer (PE). In the three experimental sections, three-dimensional physical models were made available to the students, in addition to PE. Student learning was assessed via oral and written research summaries and videotaped interviews. Differences between the experimental and control group students were not found in our typical course assessments such as research papers, but rather were revealed during one-on-one interviews with students at the end of the semester. A subset of students in the experimental group produced superior answers to some higher-order interview questions as compared with students in the control group. During the interview, students in both groups preferred to use either the hand-held models alone or in combination with the PE imaging program. Students typically did not use any tools when answering knowledge (lowerlevel thinking) questions, but when challenged with higher-level thinking questions, students in both the control and experimental groups elected to use the models.

El estudio de la estructura atómica con modelos tridimencionales y la web 2.0 mejoran el desempeño de estudiantes de educación media en pruebas específicas

“…Sin embargo, gran parte de los docentes enseña represen taciones de moléculas en libros de texto, y asumen que todos los estudiantes pueden convertir una imagen de dos dimensiones en un modelo mental tridimensional. No obstante, se ha comprobado que existen diferen cias en la capacidad de crear estructuras tridimen sionales mentales entre individuos, principalmente entre hombres y mujeres (Harris, et al, 2009). …”

“…Está claro que el uso de material didáctico para intro ducir conceptos durante las clases promueve la creati vidad de los estudiantes, ya que se tiene una mayor libertad de aprender, se coopera con los compañeros y se buscan soluciones de problemas planteados (Harris, et al, 2009) (Orlando et al, 2009) (Duarte JE, 2009). De esta forma, los estudiantes que han manipulado mode los didácticos presentan un entendimiento mejor y más completo de los conceptos abstractos, lo que se refleja en un mejor desempeño a la hora de resolver problemas de química (Wu & Shah, 2004).…”

“…Por ejemplo, la estructura de las proteínas tiene relación directa con su procesamiento en las vías bioquímicas y celulares. La dificultad radica en la baja comprensión de estructuras que son invisibles por su dimensión (Harris et al, 2009). …”

Bridging the educational research‐teaching practice gap

“…In biochemistry, only a limited number of educational studies have been done on spatial visualization skills (e.g. [26]) despite the diversity of complex biomolecules that require visualization via various computer and physical ERs. In addition, spatial skills are required for interpreting, inter alia, animations of cellular processes, electron micrographs of cellular structures, and Cartesian graphs [4].…”

“…Moreover, modern virtual reality environments that incorporate haptic feedback (see [17]) provide a unique alternative for developing spatial skills through the sense of touch. Related to this, Roberts et al [12] have shown that students can develop spatial skills through the tactile manipulation of physical models, while Harris et al [26] have shown that a combination of physical and computer-generated ERs can achieve this goal. Importantly, a recent article [7] on macromolecular visualization points out that research is only starting to establish how best to use physical models in structural biology education.…”