Many undergraduate students develop alternative conceptions about chemistry that contradict scientifically accurate understandings. Previous research has identified misconceptions about enzyme-substrate interactions. A 15-item, multiple choice instrument known as the Enzyme Substrate Interactions Concept Inventory (ESICI), was developed to measure students’ understandings of representations and concepts about enzyme-substrate interactions. The ESICI was administered to a sample of 707 biochemistry students at 16 institutions across the United States. The ESICI questions were divided into five categories of common misconceptions: (1) size and type of substrate, (2) types of complementarities, (3) enzyme conformational change, (4) where the enzyme interacts with the substrate, and (5) where and to what an inhibitor binds. These five categories were used to conduct a cluster analysis in order to identify distinct groups of students who shared similar understandings regarding enzyme–substrate interactions. Interpretation of the cluster analysis indicates there are five distinct groups of students with differentiated understandings of how enzymes and substrates interact and where those interactions occur. Descriptions of the clusters and results from the data analysis will be presented.<br/>

A cluster analysis of biochemistry students’ misconceptions about enzyme-substrate interactions

255th National Meeting (2018)

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