Development of the Enzyme-Substrate Interactions Concept Inventory

Autor/inn/en	Bretz, Stacey Lowery; Linenberger, Kimberly J.
Titel	Development of the Enzyme-Substrate Interactions Concept Inventory
Quelle	In: Biochemistry and Molecular Biology Education, 40 (2012) 4, S.229-233 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.20622
Schlagwörter	Biochemistry; Science Education; Science Instruction; Scientific Concepts; Reliability; Validity; Molecular Biology; Misconceptions; Interviews; Psychometrics; Difficulty Level; Test Items; Scores; Test Theory; Effect Size; Comparative Analysis; United States + Suchen Sie Ihr Suchwort? Biochemie; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Reliabilität; Gültigkeit; Molekularbiologie; Missverständnis; Interviewing; Interviewtechnik; Psychometry; Psychometrie; Schwierigkeitsgrad; Test content; Testaufgabe; Testtheorie; USA
Abstract	Enzyme function is central to student understanding of multiple topics within the biochemistry curriculum. In particular, students must understand how enzymes and substrates interact with one another. This manuscript describes the development of a 15-item Enzyme-Substrate Interactions Concept Inventory (ESICI) that measures student understanding of enzyme-substrate interactions. The validity and reliability of ESICI data were established through multiple methods. Results from the administration of the ESICI to biochemistry students across the United States (N = 707) are discussed in terms of instrument quality. The manuscript concludes with suggestions for how to use the ESICI for both teaching and biochemistry education research. (Contains 4 tables and 1 figure.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10