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<p>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.
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| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/7798814 |
| Date | 10 June 2019 |
| Creators | Jon-Marc G Rodriguez (6420809) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/STUDENTS_UNDERSTANDING_OF_MICHAELIS-MENTEN_KINETICS_AND_ENZYME_INHIBITION/7798814 |
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