Less (Learning How to Learn) &[prop] More (Learning): Teaching structure‐function with 3D‐printed models in large, undergraduate biochemistry classes

Abstract

For students to master core biochemical concepts, they must integrate background knowledge from previous courses in biology, chemistry, physics, and math. Students are often inadequately prepared to make the logical jump from chemical structure representations to biochemical macromolecules, leading to multiple misconceptions about structure-function relationships (Villafañe et al., 2011). These misconceptions often lead students to inaccurately describe basic structural details of macromolecules even after their biochemistry education (Harle and Towns, 2013). Biochemistry educators can bridge this gap, and multiple routes have been demonstrated. However, most of these take significant course development. Thus, there is a need for simple, developed structure-function instructional modules scaffolded for students and instructors. Our team of biochemistry educators, 3D-printing experts, and professional assessment designers collectively developed six interactive learning modules teaching structure-function relationships though cheap, 3D-printed macromolecular models. There first three modules cover protein structure, and begin with students connecting amino acids to physically demonstrate phi and psi angles, through secondary, tertiary and quaternary protein structures, and end with the dynamics of product inhibition. The second three modules cover nucleic acids, and ask students to investigate chemical and structural differences between major and minor grooves, transcription-factor/DNA interactions and supercoiling dynamics. Pre- post-module assessments of intervention or control classes show students working with the models made dramatic and significant learning gains over control students. Pre- post-course assessments show the knowledge is retained. We provide all the materials necessary for interested instructors to modify the modules to work in their courses. We also provide an all-virtual module that can be deployed during the pandemic. Harle M, Towns MH (2013) Students' understanding of primary and secondary protein structure: Drawing secondary protein structure reveals student understanding better than simple recognition of structures. Biochemistry and Molecular Biology Education 41: 369-376 Villafañe SM, Bailey CP, Loertscher J, Minderhout V, Lewis JE (2011) Development and analysis of an instrument to assess student understanding of foundational concepts before biochemistry coursework*. Biochemistry and Molecular Biology Education 39: 102-109