Building thelacoperon: A guided-inquiry activity using 3D-printed models

Abstract

<jats:title>Abstract</jats:title><jats:p>Undergraduate biology courses rely heavily on visual representation of information. Students view images of plants, animals, and microbes, interpret data presented in graphs, and use drawings to understand how cells and molecules interact in three dimensions. Traditional teaching approaches exclude students with visual impairments and disadvantage students with disabilities that affect their interpretation and processing of visual and spatial information as well as students who simply do not identify as “visual learners”. By using new technologies to develop tactile teaching tools (TTTs) that can be employed in classrooms, we aim to create inclusive learning environments and more effectively instruct diverse learners. The advent of affordable and accessible 3D printing technology makes it possible to create tactile models that represent molecules, cells, and entire organisms more accurately than traditional visual representations. We describe the assessment of a 3D gene expression puzzle as a guided inquiry learning activity in which students must correctly assemble a series of components in order to achieve an output. Upon completion of the puzzle, the TTT provides tactile feedback through vibration to signal transcriptional activation. Analysis of pre- and post-assessment performance demonstrated statistically significant increases in individual students’ paired assessment scores in two different classroom implementations, with a greater effect size at a rural minority-serving institution than an urban R1 university. These encouraging preliminary data suggest that TTTs with guided-inquiry learning disproportionately benefit disadvantaged student populations and could serve as a tool in leveling the playing field when teaching abstract biological concepts in diverse educational settings.</jats:p>

Hands-on immunology: Engaging learners of all ages through tactile teaching tools

“…Our previous work demonstrated that Tactile Teaching Tools with Guided Inquiry Learning (TTT-GIL) can provide an effective approach to teaching complex topics in microbial molecular genetics in diverse student populations. Introduction of an interactive, 3D lac operon puzzle resulted in significant learning gains in both populations in which it was implemented, with a larger effect size in a genetics class at an underfunded minorityserving institution than in a microbiology class at an R1 primarily white institution (Gordy et al, 2020;Ramirez and Gordy, 2020). The inclusivity of TTT-GIL activities, which are created using Universal Design for Learning (UDL), along with their hands-on, game-like nature, suggest that they may be an effective way of teaching cellular and molecular immunology concepts even to younger students (Hall et al, 2003;Rose and Meyer, 2006;Burgstahler and Cory, 2010;Rappolt-Schlichtmann et al, 2012;Meyer et al, 2014;Ramirez and Gordy, 2020).…”

A gut microbiome tactile teaching tool and guided-inquiry activity promotes student learning

“…It is well established that active learning pedagogies promote student achievement in science, technology, engineering, and mathematics (STEM) courses (Haak et al, 2011;Freeman et al, 2014). In fact, active learning approaches have been particularly impactful for diverse students, to include persons excluded because of their ethnicity or race (PEERs; Beichner et al, 2007;Asai, 2020;Gordy et al, 2020;Kressler and Kressler, 2020;Theobald et al, 2020). While numerous active learning modules have been developed within the field of biology, more are needed to promote the success of diverse student populations.…”

“…The TTT-GI approach blends both the use of tactile teaching tools (TTT) and guided inquiry (GI) learning. The use of TTT enhances student learning through manipulation of 3D models (Cooper and Oliver-Hoyo, 2017;Howell et al, 2018;Newman et al, 2018;Gordy et al, 2020;Ramirez and Gordy, 2020). Development of TTT typically involves either commonly available objects, such as craft supplies (DeBruyn, 2012;Mayorga et al, 2012;Gehret, 2017), or the use 3D printed objects (Howell et al, 2019;Kerwin, 2019;Gordy et al, 2020).…”

“…The use of TTT enhances student learning through manipulation of 3D models (Cooper and Oliver-Hoyo, 2017;Howell et al, 2018;Newman et al, 2018;Gordy et al, 2020;Ramirez and Gordy, 2020). Development of TTT typically involves either commonly available objects, such as craft supplies (DeBruyn, 2012;Mayorga et al, 2012;Gehret, 2017), or the use 3D printed objects (Howell et al, 2019;Kerwin, 2019;Gordy et al, 2020). Further, TTT are designed to be accessible and inclusive of a wide range of individuals following Universal Design for Learning (UDL) principles, which ensure that lessons are flexible and adaptable to accommodate a range of learning needs (Rose and Meyer, 2006;Burgstahler and Corey, 2008;Rappolt-Schlichtmann et al, 2012;Meyer et al, 2014;Hasper et al, 2015).…”

“…Further, TTT are designed to be accessible and inclusive of a wide range of individuals following Universal Design for Learning (UDL) principles, which ensure that lessons are flexible and adaptable to accommodate a range of learning needs (Rose and Meyer, 2006;Burgstahler and Corey, 2008;Rappolt-Schlichtmann et al, 2012;Meyer et al, 2014;Hasper et al, 2015). For example, a 3D printed lac operon TTT was designed to respond with vibration when the RNA polymerase bound to the -10/-35 regions of the lac promoter (Gordy et al, 2020). This provides an inclusive learning experience for all students, including those who with disabilities such as visual impairment (Hasper et al, 2015).…”