Interactive Learning Modules with 3D Printed Models Improve Student Understanding of Protein Structure-Function Relationships

Autor/inn/en	Howell, Michelle E.; Booth, Christine S.; Sikich, Sharmin M.; Helikar, Tomáš; van Dijk, Karin; Roston, Rebecca L.; Couch, Brian A.
Titel	Interactive Learning Modules with 3D Printed Models Improve Student Understanding of Protein Structure-Function Relationships
Quelle	In: Biochemistry and Molecular Biology Education, 48 (2020) 4, S.356-368 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howell, Michelle E.) ORCID (Booth, Christine S.) ORCID (Helikar, Tomáš) ORCID (Couch, Brian A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21362
Schlagwörter	Undergraduate Students; College Science; Scientific Concepts; Concept Formation; Misconceptions; Teaching Methods; Geometric Concepts; Spatial Ability; Biochemistry; Learning Modules; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Missverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Geometrie; Räumliches Vorstellungsvermögen; Biochemie; Learning module; Lernmodul; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Ensuring undergraduate students become proficient in relating protein structure to biological function has important implications. With current two-dimensional (2D) methods of teaching, students frequently develop misconceptions, including that proteins contain a lot of empty space, that bond angles for different amino acids can rotate equally, and that product inhibition is equivalent to allostery. To help students translate 2D images to 3D molecules and assign biochemical meaning to physical structures, we designed three 3D learning modules consisting of interactive activities with 3D printed models for amino acids, proteins, and allosteric regulation with coordinating pre- and post-assessments. Module implementation resulted in normalized learning gains on module-based assessments of 30% compared to 17% in a no-module course and normalized learning gains on a comprehensive assessment of 19% compared to 3% in a no-module course. This suggests that interacting with these modules helps students develop an improved ability to visualize and retain molecular structure and function. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01