Identifying Affordances of 3D Printed Tangible Models for Understanding Core Biological Concepts

Abstract

3D models derived from actual molecular structures have the potential to transform student learning in biology. We share findings related to our research questions: 1) what types of interactions with a protein folding kit promote specific learning objectives?, and 2) what features of the instructional environment (e.g., peer interactions, teacher involvement) affect learning? We provide a framework for categorizing ways of using the models that can be used as evidence for whether and how physical models promote molecular understanding.