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

Abstract

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.

Development of Audio Visual Learning Mediaof Biology on the Concept of DNA, Based on the Results of Molecular Identification of Payangka Fish from Lake Tondano

“…The use of audio-visual media in learning biology, for difficult concepts such as DNA, greatly helps improve student understanding (Astuti & Nurcahyo, 2019;Howell et al, 2019;Sumampouw et al, 2017). The addition of DNA analysis experiments as content on learning media aims to concretize the concept of DNA which is usually studied in schools.…”

A revolution in biochemistry and molecular biology education informed by basic research to meet the demands of 21st century career paths

“…At present, three targeted learning objectives related to DNA and RNA structure, transcription factor-DNA interactions, and DNA supercoiling dynamics have been developed and accompanied by assessment tools to gauge student learning in a large classroom setting. Students had normalized learning gains of 49% with respect to their ability to understand and relate molecular structures to biochemical functions (20). The technologies developed are significant and allow students to understand macromolecular structure-function relationships and observe molecular dynamics and interactions (21).…”

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

“…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).…”

“…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.…”

“…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.…”