3D-Printed Protein Models as an Educational Tool in Biochemistry Outreach
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| Title: | 3D-Printed Protein Models as an Educational Tool in Biochemistry Outreach |
|---|---|
| Language: | English |
| Authors: | Oliver Osborne (ORCID |
| Source: | Biochemistry and Molecular Biology Education. 2026 54(1):59-66. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Computer Peripherals, Printing, Scientific Concepts, Models, Educational Technology, Biochemistry, Molecular Biology, Secondary School Science, Secondary School Students, Worksheets, Inquiry, Active Learning, Workshops, Student Attitudes, Learner Engagement, Molecular Structure |
| DOI: | 10.1002/bmb.70030 |
| ISSN: | 1470-8175 1539-3429 |
| Abstract: | The abstract and complex nature of molecular biology often presents significant challenges for students at all levels of study. Traditional teaching methods, such as the use of 2D diagrams, may not fully convey the intricacies of these topics, leading to difficulties in comprehension and engagement. This study aimed to introduce 3D-printed and virtual protein models into a secondary school classroom to enhance students' understanding of protein structure. 3D models were designed using ChimeraX and were either 3D printed or hosted online as interactive virtual models. A PowerPoint presentation was used to introduce the concept of protein structure in a didactic manner. Next, students answered questions on worksheets using the protein models. These worksheets promoted inquiry-based and self-directed learning through research-guided questions and challenges. Feedback revealed that students found the workshop innovative and engaging. All participants indicated that the 3D-printed models enhanced their understanding of protein structure and expressed interest in future hands-on workshops. These findings highlight the potential of modern, model-based teaching approaches to improve comprehension of protein folding and structure. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496085 |
| Database: | ERIC |
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