Hands-On Analogical Models as Pedagogical Tools for Teaching Spatial Concepts in Oral Biology: A Theory-Informed Perspective

Foundational courses in dental education, such as oral histology and embryology, present a significant pedagogical challenge, particularly when novice learners must interpret two-dimensional (2D) representations of complex three-dimensional (3D) biological structures and developmental processes. This abstraction gap can create high extraneous cognitive load and hinder the development of spatial reasoning. Physical analogical models offer a practical means of illustrating spatial relationships using familiar, tangible objects. This perspective article presents a theory-informed pedagogical approach to incorporating hands-on analogical models into oral biology teaching. The approach draws on cognitive load theory and embodied cognition to explain the potential instructional value of these models. A portfolio of low-cost, replicable analogical models developed for a first-year undergraduate oral biology course is presented. Examples include a capsicum to illustrate root formation in multi-rooted teeth, modeling clay to represent stages of tooth development, and a navel orange to illustrate dens invaginatus. Together, these examples demonstrate the versatility of the approach in representing concepts related to normal tissue structure, development, and developmental pathology. The article describes the spatial relationships represented by these models, their applications in instructor-led demonstrations and student-centered activities, and the importance of guided analogical mapping to prevent misconceptions arising from oversimplification. Although the theoretical framework suggests that such models may support spatial visualization and conceptual learning, their educational effectiveness has not been empirically evaluated in the present work. This article provides a practical framework for integrating physical analogies into oral biology teaching, with potential applications across other foundational health sciences disciplines, and identifies opportunities for future evaluation of their effects on student learning.