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3D printing enables new classroom models for biology education. A novel strategy pairs 3D-printed models with guided inquiry for inclusive, kinesthetic learning, supported by the STEM BUILD website.

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Area of Science:

  • Biology Education
  • Educational Technology
  • STEM Education

Background:

  • 3D printing and maker technologies offer new avenues for creating physical models in education.
  • Implementing 3D-printed models in classrooms requires defined best practices.
  • Existing strategies for using physical models in undergraduate biology have limitations.

Purpose of the Study:

  • To evaluate common strategies for using 3D-printed models in undergraduate biology courses.
  • To introduce a novel strategy combining 3D-printed models with guided inquiry learning.
  • To promote inclusive and interactive kinesthetic learning experiences.

Main Methods:

  • Analysis of strengths and weaknesses of current 3D-printed model implementation strategies.
  • Development and description of a new approach integrating 3D models with guided inquiry.
  • Introduction of the STEM BUILD website as a collaborative resource.

Main Results:

  • Identified limitations in existing methods for using physical models in biology classrooms.
  • Demonstrated a novel strategy for enhancing learning through 3D-printed models and inquiry-based activities.
  • Established STEM BUILD as a platform for interdisciplinary collaboration.

Conclusions:

  • A novel strategy effectively pairs 3D-printed models with guided inquiry for inclusive undergraduate biology education.
  • The STEM BUILD website facilitates collaboration to overcome barriers in implementing kinesthetic learning activities.
  • Integrating 3D printing and guided inquiry promotes interactive and accessible STEM learning.