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

Autor/inn/en	Howell, Michelle E.; Booth, Christine S.; Sikich, Sharmin M.; Helikar, Tomáš; Roston, Rebecca L.; Couch, Brian A.; Dijk, Karin
Titel	Student Understanding of DNA Structure-Function Relationships Improves from Using 3D Learning Modules with Dynamic 3D Printed Models
Quelle	In: Biochemistry and Molecular Biology Education, 47 (2019) 3, S.303-317 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howell, Michelle E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21234
Schlagwörter	Biochemistry; Molecular Structure; Genetics; Biological Sciences; College Science; Undergraduate Students; Computer Peripherals; Printing; Visualization; Science Instruction; Teaching Methods; Science Achievement; Achievement Gains; Instructional Design; Outcomes of Education; Molecular Biology + Suchen Sie Ihr Suchwort? Biochemie; Humangenetik; Abwasserbiologie; Buchdruck; Drucken; Visualisation; Visualisierung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernleistung; Schulerfolg; Molekularbiologie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01