Interactive learning modules with 3D printed models improve student understanding of protein structure-function relationships

Introducing high school biology students to biochemistry with a short, content-oriented module

Many STEM disciplines are underrepresented to High School students. This is problematic as many students' decisions for college are shaped by their experiences and achievements in high school. Short content-oriented modules have been shown to encourage science identity and otherwise benefit the students' learning. Following the ASBMB's outreach protocol, we developed a short content-oriented module aimed at a high school biology classroom. Students interacted with 3D models of DNA and transcription factors while exploring structure-function relationships and introductory biochemistry topics. The high school teacher was impressed with the students' response to the module, specifically the ease with which students learned, their enthusiasm, and their recall of the experience. We provide all materials necessary to use this module, including student worksheet and printable model coordinates. We encourage both high school instructors and professional biochemists to consider similar module using physical models.

Aiming for the Bullseye: Targeted activities decrease misconceptions related to enzyme function for undergraduate biochemistry students

Biochemistry curricula present a particular challenge to undergraduate students with abstract concepts which can lead to misconceptions that impede learning. In particular, these students have difficulty understanding enzyme structure and function concepts. Targeted learning activities and three-dimensional (3D) physical models are proposed to help students challenge these misconceptions and increase conceptual understanding. Here we assessed such pedagogical tools using the Enzyme-Substrate Interactions Concept Inventory (ESICI) to measure (mis)conceptual changes from Pre- to Post- time points in a single semester undergraduate biochemistry course. A Control group of students engaged with the active learning activities without the 3D physical models and students in the Intervention group utilized these activities with the 3D physical models. At the Post- time point both groups had higher, yet similar ESICI scores of the same magnitude as the highest scoring group from the national sample. Concomitantly, many misconception markers decreased compared to the national sample, although some of these differed between the Control and Intervention groups. Based on this assessment, both pedagogical approaches successfully increased conceptual understanding and targeted many of the misconceptions measured by the ESICI, however, several misconceptions persisted. Surprisingly, the students who used the 3D physical models did not demonstrate a further decrease in the misconception markers. Additionally, psychometric evaluation of the ESICI with our sample recommends the revision of several questions to improve the validity of this assessment. We also offer suggestions to improve instruction and pedagogical tools with further avenues for research on learning.

Interactive Metabolism, a simple and robust active learning tool that improves the biochemistry knowledge of undergraduate students

Advances in physiology and other fields are strongly associated with a solid base knowledge of biochemistry and cell metabolism. On the other hand, the complex and abstract nature of metabolic pathways, the traditional lecture method, and other factors made the teaching-learning process of biochemistry a challenging endeavor. To overcome this, we developed and tested a novel active learning tool called Interactive Metabolism (iM-tool). The iM-tool was developed with simple and low-cost materials. We used it for interactive teaching of several metabolic pathways and physiological mechanisms for students enrolled in the Biochemistry subject belonging to different undergraduate courses. The results of evaluation tests showed that the iM-tool significantly (ANOVA, P < 0.01) and consistently improved the biochemistry knowledge of students in classrooms with up to 50 students for 7 different and consecutive academic semesters. A survey intended to mine students' opinions on the tools showed significant satisfaction with the teaching using the iM-tool over traditional lecture-based teaching, and the iM-tool contributed to collaborative learning among students. Therefore, our results showed that the iM-tool improves the biochemistry and cell metabolism teaching-learning process in a more attractive and interactive manner.