ArticleBiochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology2018
Physical models can provide superior learning opportunities beyond the benefits of active engagements.
Article in Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Biochemistry Learning in Higher Education: A Systematic Review on Methodologies and Teaching Resources.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyPooled it
- Increasing learning, confidence, and retention in the immunology classroom with LEGO.ImmunoHorizons · 2026Article
- 3D Object-Based Card-Sorting: A Method for Eliciting Multimodal Reasoning in Chemistry.Journal of chemical education · 2025Article
- Sketchy understandings: drawings reveal where students may need additional support to understand scale and abstraction in common representations of DNA.Journal of microbiology & biology education · 2025Article
- A comprehensive review on structural insights through molecular visualization: tools, applications, and limitations.Journal of molecular modeling · 2025Review
- An Exploration of Spatial Visualization Skills: Investigating Students' Use of 3D Models in Science Problems during Think-Aloud Interviews.Journal of chemical education · 2024Article
- Lego Serious Play: Building engagement with cell biology.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2022Article
- A gut microbiome tactile teaching tool and guided-inquiry activity promotes student learning.Frontiers in microbiology · 2022Article
- Teaching meiosis with the DNA triangle framework: A classroom activity that changes how students think about chromosomes.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology · 2022Article
- Visualizing 3D imagery by mouth using candy-like models.Science advances · 2021Article
- STEM BUILD: An Online Community To Decrease Barriers to Implementation of Inclusive Tactile Teaching Tools.Journal of microbiology & biology education · 2020Article
- 3D-Printed Protein Models as an Educational Tool in Biochemistry Outreach.Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular BiologyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
The essence of molecular biology education lies in understanding of gene expression, with subtopics including the central dogma processes, such as transcription and translation. While these concepts are core to the discipline, they are also notoriously difficult for students to learn, probably because they cannot be directly observed. While nearly all active learning strategies have been shown to improve learning compared with passive lectures, little has been done to compare different types of active learning. We hypothesized that physical models of central dogma processes would be especially helpful for learning, because they provide a resource that students can see, touch, and manipulate while trying to build their knowledge. For students enrolled in an entirely active-learning-based Cell & Molecular Biology course, we examined whether model-based activities were more effective than non-model based activities. To test their understanding at the beginning and end of the semester, we employed the multiple-select Central Dogma Concept Inventory (CDCI). Each student acted as their own control, as all students engaged in all lessons yet some questions related to model-based activities and some related to clicker questions, group problem-solving, and other non-model-based activities. While all students demonstrated learning gains on both types of question, they showed much higher learning gains on model-based questions. Examining their selected answers in detail showed that while higher performing students were prompted to refine their already-good mental models to be even better, lower performing students were able to construct new knowledge that was much more consistent with an expert's understanding. © 2018 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology., 46(5):435-444, 2018.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.