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 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.