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Students often self-identify as visual learners and prefer to engage with a topic in an active, hands-on way. Indeed, much research has shown that students who actively engage with the

Students often self-identify as visual learners and prefer to engage with a topic in an active, hands-on way. Indeed, much research has shown that students who actively engage with the material and are engrossed in the topics retain concepts better than students who are passive receivers of information. However, much of learning life science concepts is still driven by books and static pictures. One concept students have a hard time grasping is how a linear chain of amino acids folds to becomes a 3D protein structure.

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    Date Created
    • 2014-12
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  • Text
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    Identifier
    • Digital object identifier: 10.1128/jmbe.v15i2.714
    • Identifier Type
      International standard serial number
      Identifier Value
      1935-7877
    • Identifier Type
      International standard serial number
      Identifier Value
      1935-7885
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    Marshall, P. A. (2014). From Pipe Cleaners and Pony Beads to Apps and 3D Glasses: Teaching Protein Structure. Journal of Microbiology & Biology Education, 15(2), 304-306. doi:10.1128/jmbe.v15i2.714

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