Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculum
ABSTRACT This classroom curriculum is designed to teach the topic of cloning in both small- and large-enrollment undergraduate general microbiology courses. Students often struggle to grasp and visualize genetic engineering or cloning, in which a piece of DNA is put into a plasmid so that a bacteriu...
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| Format: | Article |
| Language: | English |
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American Society for Microbiology
2025-04-01
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| Series: | Journal of Microbiology & Biology Education |
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| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.00188-24 |
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| author | Katriana A. Popichak Kathryn Krupinsky Delaney Worthington Samuel Fredricks Leila Takahashi-Ruiz Mary Howerton Marcela Henao-Tamayo Erica L. Suchman Jennifer L. McLean |
| author_facet | Katriana A. Popichak Kathryn Krupinsky Delaney Worthington Samuel Fredricks Leila Takahashi-Ruiz Mary Howerton Marcela Henao-Tamayo Erica L. Suchman Jennifer L. McLean |
| author_sort | Katriana A. Popichak |
| collection | DOAJ |
| description | ABSTRACT This classroom curriculum is designed to teach the topic of cloning in both small- and large-enrollment undergraduate general microbiology courses. Students often struggle to grasp and visualize genetic engineering or cloning, in which a piece of DNA is put into a plasmid so that a bacterium may be transformed to produce large quantities of genetic material. Here, we incorporate a hands-on activity featuring 3D-printed models of DNA plasmids and gene inserts within a scaffolded cloning curriculum, designed to enhance student learning and engagement. As students physically manipulate 3D-printed models, with periodic guidance from the instructor, students may refine their scientific thinking about cloning after engaging in lecture-based materials. Uniquely, this activity may also be utilized as a flipped classroom activity to recapitulate a recorded lecture viewed beforehand. The hands-on activity changes the dynamic of a passive learning experience to one that is more active and beneficial for both the student and instructor. Here, we demonstrate that as this scaffolded curriculum builds, so does student understanding and performance. |
| format | Article |
| id | doaj-art-adf2bb3239f840068004a28fceae3473 |
| institution | OA Journals |
| issn | 1935-7877 1935-7885 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | American Society for Microbiology |
| record_format | Article |
| series | Journal of Microbiology & Biology Education |
| spelling | doaj-art-adf2bb3239f840068004a28fceae34732025-08-20T02:18:35ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852025-04-0126110.1128/jmbe.00188-24Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculumKatriana A. Popichak0Kathryn Krupinsky1Delaney Worthington2Samuel Fredricks3Leila Takahashi-Ruiz4Mary Howerton5Marcela Henao-Tamayo6Erica L. Suchman7Jennifer L. McLean8The Program for Research in Immunology and Microbiology Education (PRIME), Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USAThe Program for Research in Immunology and Microbiology Education (PRIME), Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USAThe Program for Research in Immunology and Microbiology Education (PRIME), Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USAThe Program for Research in Immunology and Microbiology Education (PRIME), Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USAThe Program for Research in Immunology and Microbiology Education (PRIME), Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USAThe Program for Research in Immunology and Microbiology Education (PRIME), Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USAThe Program for Research in Immunology and Microbiology Education (PRIME), Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USAThe Program for Research in Immunology and Microbiology Education (PRIME), Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USAThe Program for Research in Immunology and Microbiology Education (PRIME), Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, Colorado, USAABSTRACT This classroom curriculum is designed to teach the topic of cloning in both small- and large-enrollment undergraduate general microbiology courses. Students often struggle to grasp and visualize genetic engineering or cloning, in which a piece of DNA is put into a plasmid so that a bacterium may be transformed to produce large quantities of genetic material. Here, we incorporate a hands-on activity featuring 3D-printed models of DNA plasmids and gene inserts within a scaffolded cloning curriculum, designed to enhance student learning and engagement. As students physically manipulate 3D-printed models, with periodic guidance from the instructor, students may refine their scientific thinking about cloning after engaging in lecture-based materials. Uniquely, this activity may also be utilized as a flipped classroom activity to recapitulate a recorded lecture viewed beforehand. The hands-on activity changes the dynamic of a passive learning experience to one that is more active and beneficial for both the student and instructor. Here, we demonstrate that as this scaffolded curriculum builds, so does student understanding and performance.https://journals.asm.org/doi/10.1128/jmbe.00188-24flipped class activitygenetic engineeringplasmid3D-printedstudent engagementphysical manipulation |
| spellingShingle | Katriana A. Popichak Kathryn Krupinsky Delaney Worthington Samuel Fredricks Leila Takahashi-Ruiz Mary Howerton Marcela Henao-Tamayo Erica L. Suchman Jennifer L. McLean Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculum Journal of Microbiology & Biology Education flipped class activity genetic engineering plasmid 3D-printed student engagement physical manipulation |
| title | Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculum |
| title_full | Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculum |
| title_fullStr | Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculum |
| title_full_unstemmed | Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculum |
| title_short | Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculum |
| title_sort | enhancing student understanding of genetic cloning through a 3d printed active learning activity and flipped classroom curriculum |
| topic | flipped class activity genetic engineering plasmid 3D-printed student engagement physical manipulation |
| url | https://journals.asm.org/doi/10.1128/jmbe.00188-24 |
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