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

• Published in: Biochemistry and molecular biology education 2019-05, Vol.47 (3), p.303-317
• Main Authors: Howell, Michelle E., Booth, Christine S., Sikich, Sharmin M., Helikar, Tomáš, Roston, Rebecca L., Couch, Brian A., Dijk, Karin
• Format: Article
• Language: English
• Subjects: 3D printing; Achievement Gains; Behavioral Objectives; Biochemistry; Biological Sciences; College Science; Computer Peripherals; Deoxyribonucleic acid; DNA; DNA structure; Genetics; Instructional Design; Interactive learning; Learning; model‐based learning; Molecular Biology; Molecular modelling; Molecular Structure; molecular visualization; nucleic acid structure and function; Outcomes of Education; Printing; Ribonucleic acid; RNA; Science Achievement; Science Instruction; Structure-function relationships; student misconceptions; Supercoiling; Teaching Methods; Undergraduate Students; Visualization
• ISSN: 1470-8175; 1539-3429
• DOI: 10.1002/bmb.21234

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.