Building the lac Operon: A Guided-Inquiry Activity Using 3D-Printed Models

Undergraduate biology courses rely heavily on visual representation of information. Students view images of plants, animals, and microbes, interpret data presented in graphs, and use drawings to understand how cells and molecules interact in three dimensions. Traditional teaching approaches exclude...

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Autores principales:	Claire L. Gordy, Conner I. Sandefur, Tessa Lacara, Felix R. Harris, Melissa V. Ramirez
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/ad9a46afcc014af690e9d0c067c8d6e6
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spelling	oai:doaj.org-article:ad9a46afcc014af690e9d0c067c8d6e62021-11-15T15:04:43ZBuilding the lac Operon: A Guided-Inquiry Activity Using 3D-Printed Models10.1128/jmbe.v21i1.20911935-78851935-7877https://doaj.org/article/ad9a46afcc014af690e9d0c067c8d6e62020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i1.2091https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Undergraduate biology courses rely heavily on visual representation of information. Students view images of plants, animals, and microbes, interpret data presented in graphs, and use drawings to understand how cells and molecules interact in three dimensions. Traditional teaching approaches exclude students with visual impairments and disadvantage students with disabilities that affect their interpretation and processing of visual and spatial information, and also students who simply do not identify as “visual learners.” By using new technologies to develop tactile teaching tools (TTTs) that can be employed in classrooms, we aim to create inclusive learning environments and more effectively instruct diverse learners. The advent of affordable and accessible 3D printing technology makes it possible to create tactile models that represent molecules, cells, and entire organisms more accurately than traditional visual representations. We describe the assessment of a 3D gene expression puzzle as a guided inquiry learning activity in which students must correctly assemble a series of components in order to achieve an output. Upon completion of the puzzle, the TTT provides tactile feedback through vibration to signal transcriptional activation. Analysis of pre- and postassessment performance demonstrated statistically significant increases in individual students’ paired assessment scores in two different classroom implementations, with a greater effect size at a rural minority-serving institution than an urban R1 university. These encouraging preliminary data suggest that TTTs with guided-inquiry learning disproportionately benefit disadvantaged student populations and could serve as a tool in leveling the playing field when teaching abstract biological concepts in diverse educational settings.Claire L. GordyConner I. SandefurTessa LacaraFelix R. HarrisMelissa V. RamirezAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Claire L. Gordy Conner I. Sandefur Tessa Lacara Felix R. Harris Melissa V. Ramirez Building the lac Operon: A Guided-Inquiry Activity Using 3D-Printed Models
description	Undergraduate biology courses rely heavily on visual representation of information. Students view images of plants, animals, and microbes, interpret data presented in graphs, and use drawings to understand how cells and molecules interact in three dimensions. Traditional teaching approaches exclude students with visual impairments and disadvantage students with disabilities that affect their interpretation and processing of visual and spatial information, and also students who simply do not identify as “visual learners.” By using new technologies to develop tactile teaching tools (TTTs) that can be employed in classrooms, we aim to create inclusive learning environments and more effectively instruct diverse learners. The advent of affordable and accessible 3D printing technology makes it possible to create tactile models that represent molecules, cells, and entire organisms more accurately than traditional visual representations. We describe the assessment of a 3D gene expression puzzle as a guided inquiry learning activity in which students must correctly assemble a series of components in order to achieve an output. Upon completion of the puzzle, the TTT provides tactile feedback through vibration to signal transcriptional activation. Analysis of pre- and postassessment performance demonstrated statistically significant increases in individual students’ paired assessment scores in two different classroom implementations, with a greater effect size at a rural minority-serving institution than an urban R1 university. These encouraging preliminary data suggest that TTTs with guided-inquiry learning disproportionately benefit disadvantaged student populations and could serve as a tool in leveling the playing field when teaching abstract biological concepts in diverse educational settings.
format	article
author	Claire L. Gordy Conner I. Sandefur Tessa Lacara Felix R. Harris Melissa V. Ramirez
author_facet	Claire L. Gordy Conner I. Sandefur Tessa Lacara Felix R. Harris Melissa V. Ramirez
author_sort	Claire L. Gordy
title	Building the lac Operon: A Guided-Inquiry Activity Using 3D-Printed Models
title_short	Building the lac Operon: A Guided-Inquiry Activity Using 3D-Printed Models
title_full	Building the lac Operon: A Guided-Inquiry Activity Using 3D-Printed Models
title_fullStr	Building the lac Operon: A Guided-Inquiry Activity Using 3D-Printed Models
title_full_unstemmed	Building the lac Operon: A Guided-Inquiry Activity Using 3D-Printed Models
title_sort	building the lac operon: a guided-inquiry activity using 3d-printed models
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/ad9a46afcc014af690e9d0c067c8d6e6
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Building the lac Operon: A Guided-Inquiry Activity Using 3D-Printed Models

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