Using a Guided-Inquiry Approach To Teach Michaelis–Menten Kinetics

Phillips, Jesse A.; Jones, Gregory H.; Iski, Erin V.

doi:10.1021/acs.jchemed.9b00031

Cited by 9 publications

(11 citation statements)

References 26 publications

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“…In POGIL, the learning cycle revolves around critical thinking questions and is subdivided into three steps: Exploration (answering directed questions), Concept Invention (constructing an idea), and Application (applying the idea to a new context) . POGIL has been associated with increased learning gains compared to more traditional modes of teaching and generally positive student experiences. − Consequently, it has served as the theoretical foundation for several innovative laboratory modules in chemistry. − …”

Section: Introductionmentioning

confidence: 99%

A Guided Inquiry Learning Design for a Large-Scale Chemical Thermodynamics Laboratory Module

Partanen

2022

J. Chem. Educ.

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In this action research study, I propose a guided inquiry alternative to the traditional physical chemistry laboratory module where the equilibrium constant of acetic acid is determined conductometrically. I complement the guided inquiry structure with a 360° feedback support framework for the preparation and assessment of a laboratory report. The new laboratory module showed great promise, improving both report marks and student experiences. Diligent training of teaching assistants, ample availability of formative feedback, and reservation of sufficient time for the guided inquiry activities were identified as key contributors for the success of the module.

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Section: Introductionmentioning

confidence: 99%

A Guided Inquiry Learning Design for a Large-Scale Chemical Thermodynamics Laboratory Module

Partanen

2022

J. Chem. Educ.

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“…In order to allow students to “learn how to do chemistry” (ref , p 1512) in the laboratory, traditional laboratories can be adapted to more open formats . This approach has been pursued for many years and many learning opportunities have been suggested and investigated to the present day. − However, many university students still struggle with conducting scientific investigations, , which demonstrates the need for easily implementable learning sequences effective in fostering scientific reasoning competencies. For this purpose, special attention has to be paid to measures that have been proven to be effective in fostering scientific reasoning competencies, to how these measures can be best combined and sequenced to meet the complexity of these competencies, and to how the barriers to implementation in teaching practice can be lowered.…”

Section: Introductionmentioning

confidence: 99%

Fostering Scientific Reasoning Competencies in Undergraduate Laboratories Using “Classical” Kinetics Experiments

Reith

Nehring

2022

J. Chem. Educ.

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Scientific reasoning competencies enable students to engage in scientific inquiry through a wide range of methods, for example by asking questions, formulating hypotheses, and planning, carrying out, and evaluating experiments. Laboratories are particularly suitable to foster these competencies in higher education. In order to give lab educators the opportunity to foster scientific reasoning competencies, we present a learning sequence consisting of four established experiments in the field of kinetics. These include investigating reaction rate dependencies, for example of the reaction between sodium thiosulfate solution with hydrochloric acid solution depending on concentration and temperature and of the reaction between potassium peroxodisulfate solution with potassium iodide solution depending on the choice of catalyst. As a curricular innovation, these classical kinetics experiments are implemented in a manner that students have to reason scientifically including the control of variables strategy. The experiments are sequenced using the steps of confrontation, acquisition, application, reflection, and transfer. Deploying measures of learning support, this sequence allows students to develop a multitude of scientific reasoning skills, helping them to meet an increasing number of quality criteria of scientific investigations for ensuring the validity of their experimentation. We coded the lab reports with regard to fulfilled quality criteria based on a pre-and postevaluation design (N = 46). The results confirm significant gains in students' scientific reasoning competencies.

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“…Consequently, there exists an abundant literature addressing diverse aspects related to the teaching of this foundational part of the biochemical curriculum. Thus, instructors engaged into enzyme kinetics can choose from a wide range of pedagogical strategies and instructional resources, including the use of analogies, 1 simulation and modeling software, 2 suggestions for framing content, [3][4][5][6] guided-inquiry approaches, 7 and laboratory experiments. [8][9][10] Indeed, enzyme kinetics experiments are popular in the undergraduate laboratory, and a wide variety of enzyme experiments has been proposed.…”

Section: Introductionmentioning

confidence: 99%

Enzyme kinetic parameters estimation: A tricky task?

Aledo

2021

Biochem Molecular Bio Educ

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We are living in the Big Data era, and yet we may have serious troubles when dealing with a handful of kinetic data if we are not properly instructed. The aim of this paper, related to enzyme kinetics, is to illustrate how to determine the K m and V max of a michaelian enzyme avoiding the pitfalls in which we often fall. To this end, we will resort to kinetic data obtained by second-year Biochemistry students during a laboratory experiment using β-galactosidase as an enzyme model, assayed at different concentrations of its substrate. When these data were analyzed using conventional linear regression of doublereciprocal plots, the range of K m and V max values obtained by different students varied widely. Even worse, some students obtained negative values for the kinetic parameters. Although such a scenario could make us think of a wide inter-student variability regarding their skills to obtain reliable data, the reality was quite different: when properly analyzed (accounting for error propagation) the data obtained by all the students were good enough to allow a correct estimation of the K m (2.8 ± 0.3 mM) and V max (179 ± 27 mM/min) with a reduced intergroup standard deviation. A student-accessible discussion of the importance of weighted linear regression in biochemical sciences is provided.

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Using a Guided-Inquiry Approach To Teach Michaelis–Menten Kinetics

Cited by 9 publications

References 26 publications

A Guided Inquiry Learning Design for a Large-Scale Chemical Thermodynamics Laboratory Module

A Guided Inquiry Learning Design for a Large-Scale Chemical Thermodynamics Laboratory Module

Fostering Scientific Reasoning Competencies in Undergraduate Laboratories Using “Classical” Kinetics Experiments

Enzyme kinetic parameters estimation: A tricky task?

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