Proposal Title
Sculpting Molecular Systems in Introductory Biology Classes
Session Type
Presentation
Room
P&A Rm 148
Start Date
July 2015
Keywords
Active learning, molecular biology, in-class activities
Primary Threads
Teaching and Learning Science
Abstract
Students often struggle to understand the complex molecular systems presented in introductory biology courses. These systems may include processes like meiosis, mitosis, the Calvin Cycle, the Krebs Cycle, electron transport chains, DNA replication, transcription and translation, among others. Traditionally, these are taught using textbook descriptions and PowerPoint slides as aids; video animations have also become popular in recent years. Students are often passive observers in these methods of instruction, relying heavily on “memorization” learning techniques. To address this issue, I have developed an in-class active-learning intervention called Molecular Sculpting where students construct working models of molecular systems out of modeling clay. In this intervention, students make 3-dimensional versions of an assigned molecular system, complete with representations of proteins, chromosomes, electrons, protons, nucleic-acids and other molecules (depending on the system). Students are then required to demonstrate how the particular molecular system operates, using the components of the system they have sculpted. The pedagogical value of this learning activity was measured in six class sessions in an introductory cell and molecular biology class during the 2014-15 academic year. Pre- and post-class minute papers showed that students were able to describe course concepts more completely after class sessions where sculpting was used compared to class sessions where sculpting was not used. Participants in this conference session will (i) sculpt a molecular system, (ii) learn how the sculpting activity can facilitate learning gains among students, and (iii) make a plan for how sculpting can be implemented in an introductory biology or chemistry course.
Elements of Engagement
Engagement elements in this presentation include...
1) Watch a brief video from a class sculpting session.
2) Sculpt a molecular system using modeling clay, with the aid of a visual guide (e.g., a handout). [All materials will be supplied by the presenter]
3) Brainstorm and discuss how to adapt the sculpting activity to meet the needs of their unique teaching situations.
Sculpting Molecular Systems in Introductory Biology Classes
P&A Rm 148
Students often struggle to understand the complex molecular systems presented in introductory biology courses. These systems may include processes like meiosis, mitosis, the Calvin Cycle, the Krebs Cycle, electron transport chains, DNA replication, transcription and translation, among others. Traditionally, these are taught using textbook descriptions and PowerPoint slides as aids; video animations have also become popular in recent years. Students are often passive observers in these methods of instruction, relying heavily on “memorization” learning techniques. To address this issue, I have developed an in-class active-learning intervention called Molecular Sculpting where students construct working models of molecular systems out of modeling clay. In this intervention, students make 3-dimensional versions of an assigned molecular system, complete with representations of proteins, chromosomes, electrons, protons, nucleic-acids and other molecules (depending on the system). Students are then required to demonstrate how the particular molecular system operates, using the components of the system they have sculpted. The pedagogical value of this learning activity was measured in six class sessions in an introductory cell and molecular biology class during the 2014-15 academic year. Pre- and post-class minute papers showed that students were able to describe course concepts more completely after class sessions where sculpting was used compared to class sessions where sculpting was not used. Participants in this conference session will (i) sculpt a molecular system, (ii) learn how the sculpting activity can facilitate learning gains among students, and (iii) make a plan for how sculpting can be implemented in an introductory biology or chemistry course.