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STUDENTS’ UNDERSTANDING OF MICHAELIS-MENTEN KINETICS AND ENZYME INHIBITION

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posted on 10.06.2019 by Jon-Marc G Rodriguez

Currently there is a need for research that explores students’ understanding of advanced topics in order to improve teaching and learning beyond the context of introductory-level courses. This work investigates students’ reasoning about graphs used in enzyme kinetics. Using semi-structured interviews and a think aloud-protocol, 14 second-year students enrolled in a biochemistry course were provided two graphs to prompt their reasoning, a typical Michaelis-Menten graph and a Michaelis-Menten graph involving enzyme inhibition. Student responses were coded using a combination of inductive and deductive analysis, influenced by the resource-based model of cognition. Results involve a discussion regarding how students utilized mathematical resources to reason about chemical kinetics and enzyme kinetics, such as engaging in the use of symbolic/graphical forms and focusing on surface-level features of the equations/graphs. This work also addresses student conceptions of the particulate-level mechanism associated with competitive, noncompetitive, and uncompetitive enzyme inhibition. Based on the findings of this study, suggestions are made regarding the teaching and learning of enzyme kinetics.

History

Degree Type

Doctor of Philosophy

Department

Chemistry

Campus location

West Lafayette

Advisor/Supervisor/Committee Chair

Marcy H. Towns

Additional Committee Member 2

Minjung Ryu

Additional Committee Member 3

Angeline Lyon

Additional Committee Member 4

Adam Wasserman

Licence

Exports

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Licence

Exports