How We Teach A teacher-developed inquiry model to teach the molecular basis of hyperbolic kinetics in biological membrane transport
نویسندگان
چکیده
Marcus L, Plumeri J, Baker GM, Miller JS. A teacher-developed inquiry model to teach the molecular basis of hyperbolic kinetics in biological membrane transport. Adv Physiol Educ 37: 165–175, 2013; doi:10.1152/advan.00010.2013.—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 teacherdeveloped 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.
منابع مشابه
Leanne Marcus , Julia Plumeri , Gary M . Baker and Jon S . Miller transport basis of hyperbolic kinetics
transport basis of hyperbolic kinetics in biological membrane A teacher-developed inquiry model to teach the molecular You might find this additional info useful... specialized courses and in the broader context of general biology education. It is published four times a year in is dedicated to the improvement of teaching and learning physiology, both in
متن کاملA teacher-developed inquiry model to teach the molecular basis of hyperbolic kinetics in biological membrane transport.
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 con...
متن کاملThe Effect of One Teach-One Assist Model of Co-teaching on Iranian EFL Learners’ Reading Comprehension
Co-teaching is a method that two teachers work together and deliver the instruction in the same classroom to a heterogeneous group of learners. This study was an attempt to find out the effect of one teach-one assist model of co-teaching on Iranian EFL learners’ reading comprehension. To this end, a quasi-experimental design with the pre-test, post-test, and control group was employed and 35 fe...
متن کاملHow to Teach The Suprasegmentals of English To Farsi-speakers Learning English as a Foreign Language
متن کامل
Quality improvement of clinical education by using daily check list of scientific board members on the basis of TQM
Introduction. The prime role of the medical teacher of the future will be to provide his or her students with learning opportunity and to direct them to the proper resources rather than to teach, so the more presence of scientific board members in clinical wards can lead us to this goal. At this study we answer to this question that How will the quality of clinical education improve with increa...
متن کامل