A Teacher-Developed Inquiry Model to Teach the Molecular Basis of Hyperbolic Kinetics in Biological Membrane Transport

Autor/inn/en	Marcus, Leanne; Plumeri, Julia; Baker, Gary M.; Miller, Jon S.
Titel	A Teacher-Developed Inquiry Model to Teach the Molecular Basis of Hyperbolic Kinetics in Biological Membrane Transport
Quelle	In: Advances in Physiology Education, 37 (2013) 2, S.165-175 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00010.2013
Schlagwörter	Inquiry; Kinetics; Biology; Physiology; High Schools; Middle Schools; Secondary School Science; Secondary School Teachers; Science Teachers; Biochemistry; Faculty Development; Teamwork; Learning Activities; Computer Uses in Education; Educational Technology; Molecular Biology; Scientific Concepts; Equations (Mathematics); Scoring Rubrics; Illinois + Suchen Sie Ihr Suchwort? Kinetik; Biologie; Physiologie; High school; Oberschule; Middle school; Mittelschule; Mittelstufenschule; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biochemie; Lernaktivität; Computernutzung; Unterrichtsmedien; Molekularbiologie; Equations; Mathematics; Gleichungslehre; Scoring formulas; Auswertungsbogen
Abstract	A previously published classroom teaching method for helping students visualize and understand Michaelis-Menten kinetics (19) was used as an anticipatory set with high school and middle school science teachers in an Illinois Math and Science Partnership Program. As part of the activity, the teachers were asked to collect data by replicating the method and to analyze and report the data. All concluded that the rate data they had collected were hyperbolic. As part of a guided inquiry plan, teachers were then prompted to reexamine the method and evaluate its efficacy as a teaching strategy for developing specific kinetic concepts. After further data collection and analysis, the teachers discovered that their data trends were not, in fact, hyperbolic, which led to several teacher-developed revisions aimed at obtaining a true hyperbolic outcome. This article outlines the inquiry process that led to these revisions and illustrates their alignment with several key concepts, such as rapid equilibrium kinetics. Instructional decisions were necessary at several key points, and these are discussed. (Contains 4 tables and 4 figures.) (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10