On the convenience of using a computer simulation to teach enzyme kinetics to undergraduate students with biological chemistry‐related curricula

Abstract

Enzyme kinetics is a difficult subject for students to learn and for tutors to teach. During the practicals included in the biochemical courses at the Faculty of Chemistry of Universidad Nacional Autó noma de Mé xico, we found that the students acquire good training in the calculations to obtain kinetic parameters such as K m , V max , optimum pH, etc., but, when they are questioned about the significance of the values and their relationship to enzyme catalysis, many confusing ideas arise. To provide extended practice opportunities that could aid in the learning process we developed computer software that simulates an enzyme assay for lactate dehydrogenase, named enzsimil, that was used as well as the practical sessions. We tested three different levels of guidance to work with enzsimil, scripts where the students had to follow detailed (guided), intermediate (semiguided), or minimal (unguided) instructions, and for comparison, one group had a session of solving problems in class extracted from the program (class), and one more group had no additional sessions (control). After their respective sessions, the students either wrote a report or completed their script and undertook a laboratory practical. At the end, an exam was applied to all students. The reports and exams were graded, and the performance of the experimental groups was subjected to a statistical analysis. In addition, we carefully read the answers trying to identify the more common errors and misconceptions. The study revealed that there are statistically significant benefits in the use of the program. The semiguided scheme was more convenient to help the student in the short term for the preparation of better reports, while in the long term, both the semiguided and unguided groups performed equally well. These results are discussed in terms of the convenience of guided or unguided teaching strategies in computer-assisted learning.

A comparison of two methods of using a serious game for teaching marine ecology in a university setting

“…And yet other studies, e.g. González-Cruz et al (2003) and Mosalanejad et al (2012) have found benefits for a guided or semi-guided approach over a fully unguided exploration of a teaching simulation. Students themselves have been found to have widely varying opinions about the effectiveness of student-centred learning (Lea et al, 2003).…”

Teaching with interactive computer‐based simulation models: Instructional dilemmas and opportunities in the High‐Adventure Science project

“…Teaching practices that accompany interactive simulation models further impact the development of student knowledge and understanding (McKagan, Handley, Perkins, & Wieman, ). For instance, González‐Cruz, Rodríguez‐Sotres, and Rodríguez‐Penagos () showed that students who were involved in a semi‐guided group learned more about enzyme kinematics from a simulation than those who were in an unguided group. Often, teachers need to determine the best ways to support students as they interrogate models, enabling them to make sense of model output and identify limitations of modeling (NGSS Lead States, ; Weintrop et al, ; Wilkerson‐Jerde & Wilensky, ).…”

Development of an Augmented Reality Game to Teach Abstract Concepts in Food Chemistry

“…In the traditional classroom, the abstract manner of comparing keys, locks, and graphing double reciprocal plots diminishes most students’ enthusiasm for learning these important concepts. As a result, Gonzales‐Cruz and others () proposed and tested different approaches to increase students’ understanding of K m , V max and optimizing the enzyme reaction conditions such as pH. They developed a computer software simulation and found the students performed best when they were allowed to retain the majority of the control for their learning.…”