Kim Linenberger & Stacey Lowery Bretz
April 23, 2013
1
 Representation Misconceptions
 Electron-transport chain
 Citric acid cycle
 Immunoglobulin G
Schonborn KJ, Anderson TR, Biochemistry and Molecular Biology Education. 2006, 34, 94-102.
Schonborn KJ, Anderson TR, Biochemistry and Molecular Biology Education. 2002, 30, 93-97.
2
 What are biochemistry students’ understandings of
enzyme-substrate interactions?
 What do multiple representations reveal about
students’ understanding of enzyme-substrate
interactions?
 What misconceptions exist about enzymesubstrate interactions?
 How prevalent are the misconceptions that exist
about enzyme-substrate interactions?
Linenberger, Kimberly J. Biochemistry Students' Understandings of Enzyme-Substrate Interactions as Investigated through Multiple Representations
and the Enzyme-Substrate Interactions Concept Inventory. Diss. Miami University, 2011.
3
 Constructivism
 Knowledge constructed by learner
 Novak’s Theory of Meaningful Learning
 Meaningful material
 Learner disposition
 Relevant prior knowledge
 Coherence Formation between multiple representations
Bodner, G.M., Constructivism: A theory of knowledge. Journal of Chemical Education, 1986, 63, 873-878
Bretz SL, “Novak’s Theory of Education: Human Constructivism and Meaningful Learning” Journal of Chemical Education. 2001, 78,
Seufert, T. Learn. Instr., 2003, 13, 227-237.
4
 Miami University IRB Approval
 Sampling (N=25)
 One semester survey course
 One semester of 2 semester series
 Adapted 3-Phase Single Interview Technique (3-PSIT)
 4 Phases
 1-Prior Knowledge
 2-Representation 1
 3-Representation 2 (Cognitive Dissonance)
 4-Comparison & Reflection
 One interview per student (45-60 min)
 Audio & video recorded

Code interviews using constant comparison method
Linenberger K.L. and Bretz S.L. Chem. Educ. Res. Pract. 2012, 13(3), pp 172-178.
Linenberger, K.L. and Bretz, S.L. J. Coll. Sci. Teach. 2012, 42(1), 21-25.
Lincoln, Y. S.; Guba, E. G. In Naturalistic Inquiry; Sage Publications: Beverly Hills, Calif., 1985; pp 339-344.
5
 Representation Set 1
 Lock & Key vs. Induced
Fit

Representation Set 2
 Trypsin Structure vs.
Specificity Pocket
Bloomfield M.M., Stephens, L.J. Chemistry and the Living Organism. 6th Ed.; John Wiley & Sons, Inc.: United States, 1996; Pg 461.
Silberberg, M.S. Chemistry: The Molecular Nature of Matter and Change, 4th Ed; McGraw-Hill: New York, NY, 2006; pg 709.
Voet, D.; Voet, J.G., Pratt, C.W. Fundamentals of Biochemistry: Life at the Molecular Level, 3nd Ed; John Wiley & Sons, Inc.: United States, 2008;
pg 351.
6

Multiple Choice Test
 Distracters are student misconceptions
 Written in student language

Validity
 Biochemistry Expert Panel (N=10)
 Biology Concept Inventory Question
 Student Feedback

Pilot Study
 1 Institution (N=108)
 Revised and omitted questions

MU-IRB & individual institution approval
 Informed consent

Administered at least 2 weeks after exam on material
Klymkowsky MW, Underwood, S, Garvin-Doxas K, 2010, arXiv:1012.4501v1; Gilbert, J.K. Res. Sci. Educ. 1977, 7, 165-171. ;Caleon, I.S.and
Subramaniam, R. Int J. Sci. Educ. 2010, 32, 939-961.;Caleon, I.S.and Subramaniam, R. Res. Sci. Educ. 2010, 40, 313-337.
7
 16 Institutions (N = 707)
 78% White/Caucasian
 57.3% Female
 81.2% 3rd & 4th year
Bretz, S.L.; Linenberger, K.J. Biochem and Molec Bio Educ, 2012, 40(4), 229-233.
8
 15 Items
 Mean = 8.32 ± 2.501

Kolmogorov-Smirnov
D = 0.087 ρ < 0.001

Ferguson’s δ = 0.949

Cronbach α = 0.527

Test-Retest Stability
Coefficient = 0.559
Bretz, S.L.; Linenberger, K.J. Biochem and Molec Bio Educ, 2012, 40(4), 229-233.
9
Difficulty & Discrimination Distribution
Item Discrimination
1
0.8
0.6
0.4
0.2
0
0
0.2
0.4
0.6
Item Difficulty
Bretz, S.L.; Linenberger, K.J. Biochem and Molec Bio Educ, 2012, 40(4), 229-233.
0.8
1
10
 Conformational change
 Enzyme and substrate characteristics
 Role of shape and charge in selectivity
 Competitive vs. noncompetitive inhibition
 How the enzyme interacts with the substrate
Bretz, S.L.; Linenberger, K.J. Biochem and Molec Bio Educ, 2012, 40(4), 229-233.
11
0MC
1%
5MC
22%
1MC
2%
2MC
12%
3MC
28%
4MC
35%
Bretz, S.L.; Linenberger, K.J. Biochem and Molec Bio Educ, 2012, 40(4), 229-233.
12
Bretz, S.L.; Linenberger, K.J. Biochem and Molec Bio Educ, 2012, 40(4), 229-233.
13
(100)
(142)
(224)
(41)
(61)
(139)
χ2 (5, 707) = 97.687, p < 0.001
Bretz, S.L.; Linenberger, K.J. Biochem and Molec Bio Educ, 2012, 40(4), 229-233.
14
 Students hold significant misconceptions of a basic
underlying concept in biochemistry
 Creation of ESICI
 Based of a specific biochemical concept
 Derived entirely from students’ misconceptions
 Prevalent across diverse sample
Linenberger, Kimberly J. Biochemistry Students' Understandings of Enzyme-Substrate Interactions as Investigated through Multiple Representations
and the Enzyme-Substrate Interactions Concept Inventory. Diss. Miami University, 2011.
32
Prior
Knowledge
Biochemistry
Curriculum
 Measure prior to instruction using ESICI
 Singly
 Clicker questions
 Together
Linenberger, Kimberly J. Biochemistry Students' Understandings of Enzyme-Substrate Interactions as Investigated through Multiple Representations
and the Enzyme-Substrate Interactions Concept Inventory. Diss. Miami University, 2011.
33
 Use questions similar to those in interview
 What is relevant?
 Students
 Teacher
 What is conveyed vs. implied?
 How do representations correspond?
 In what ways do they differ?
Linenberger, Kimberly J. Biochemistry Students' Understandings of Enzyme-Substrate Interactions as Investigated through Multiple Representations
and the Enzyme-Substrate Interactions Concept Inventory. Diss. Miami University, 2011.
34
 My participants
 Biochemistry Professors
 Expert Biochemist Panel
 Miami U. CER Division
 Dr. Stacey Lowery Bretz
 NSF: DRK-12 Award# 0733642
36