Bringing experiential learning into the lecture theatre using 3D printed objects

Abstract

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Conceptual teaching usually involves vocal explanations or using two dimensional slides or video presentations. A deeper understanding may be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didatic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation of an enzyme’s active site or the structure of DNA for example. Models and other artefacts are handled in small groups and act as a focus for talking points to generate conversation. Through this approach core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery is adjusted based around experiential learning activities by moving the object from mental cognition and into a physical environment leading to student engagement in the lecture theatre and a dialog with the lecturer. The use of artefacts in teaching allows the lecturer to create interactive sessions that challenge and enable the student. This approach can be applied at all levels and across many disciplines.