Learning in 3D: Adjusting and Assessing an Introductory Biology 3D Printing Project for Virtual Learning

Abstract

Many active learning modules use physical models to aid student understanding of DNA replication, protein folding, and other interactions. 3D printing is a technology that is rapidly becoming accessible and affordable for a multitude of classroom uses, and so physical models can now be custom printed at little cost. In our Introductory Biology course, we ask students to describe the basic structure of the four biological macromolecules and link the basic monomeric structure with the overall function of the biological molecule. While most of our students are adept at memorizing basic facts, we find that only approximately 45% of the students are able to thoroughly articulate how the structure of the macromolecule relates to its function. To improve this metric and increase student engagement, we created an active learning module that consists of three parts: Research on an assigned biological molecule, design of a 3D printed learning aid (for example, 3D print four different amino acids that come together in specific ways using magnets), and finally the design and presentation of a learning module to the class that incorporates hands-on manipulation of their learning aid. Based on assessment questions as well as student reflections, this project has improved student engagement in the class. During Covid-19, two different alterations were made in response to social-distancing restrictions – removal of the 3D printed model component, leaving the design aspects intact, and replacement of the the design components of the module with an individual presentation on one of the biological macromolecules using the same inquiry materials. Impacts of these two alterations on student learning will be discussed.