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ERIC Number: EJ1221674
Record Type: Journal
Publication Date: 2019-Jul
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Catalyzing Student Learning: Using Analogies to Teach Enzyme Kinetics
Rodriguez, Jon-Marc G.; Towns, Marcy H.
Journal of Chemical Education, v96 n7 p1401-1406 Jul 2019
Analogies are useful tools instructors can use to help make challenging concepts less abstract by drawing connections to familiar contexts. In this paper we provide an overview of the various analogies published in the education literature that are situated in the context of enzyme kinetics, including narrative-based analogies (analogies intended to be presented by an instructor in a lecture setting) and activity-based analogies (analogies that serve as the basis for interactive tasks intended to be completed by students in a laboratory/small group setting). After discussing the published analogies, we present an analogy we developed that incorporates previous research regarding the effective use and presentation of analogies in biochemistry. Our analogy focuses on supporting students in distinguishing between the different types of enzyme inhibitors, which has been previously determined to be challenging for students.
Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A