Modern biology has been transformed by the ability to see cells and molecules in increasing detail. As scientific understanding of three-dimensional (3D) structures, processes, and interactions has increased, biology instructors’ tools for teaching biology in 3D have lagged. Traditional 2D representations of visual information not only fail to accurately depict 3D biology, they exclude students with disabilities that affect their vision or visual processing.
Recent advances in 3D printing have led to the development of 3D printing labs termed “Makerspaces” at colleges and universities across the nation. Through these Makerspaces, instructors have begun to incorporate 3D-printed cellular and molecular models into their courses.
Many of these 3D models serve solely to accurately represent a structure in three dimensions. While visualizing biology in three dimensions is critically important, simply replacing two-dimensional images with three-dimensional models without altering the way the information is presented represents a passive approach to learning.
An alternate method of teaching in three dimensions is the use of Tactile Teaching Tools (TTTs). TTTs are 3D models that are paired with Guided Inquiry Learning (GIL) classroom activities that require students to manipulate, assemble, or analyze structures to answer questions or solve a puzzle. By requiring students to interact with the 3D model rather than simply view it and incorporating multiple means of representation, engagement, and expression, TTT-GIL activities increase student engagement and include all students.
Despite the promise shown by pilot studies of the TTT-GIL approach, several barriers to its implementation exist. The most significant of these barriers is that the successful creation, implementation, and assessment of inclusive TTT-GIL activities require expertise in not only the biological concepts to be taught, but also 3D design and printing, GIL, and Universal Design for Learning (UDL). Thus, broad implementation of the TTT-GIL approach requires the development of a novel infrastructure to create and sustain research collaborations among biology teacher-scholars, makers, undergraduate students, and experts in Universal Design for Learning and Guided Inquiry Learning.
● Foster a community of researchers that connects teacher-scholars, makers, and students with resources to create, implement, and assess TTTs at diverse institutions
● Provide training in inclusive pedagogy, 3D design and prototyping, and assessment
● Define best practices for creating and implementing TTTs at diverse institutions
● Launch and maintain a web portal for the dissemination of TTT print files and lesson plans nationwide