教师如何解释ATP驱动不利过程的机制?

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Clare G-C Franovic, Nicholas R Williams, Keenan Noyes, Michael W Klymkowsky, Melanie M Cooper
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引用次数: 0

摘要

对学生在能源概念方面遇到困难的担忧可以追溯到20世纪70年代。它们在涉及三磷酸腺苷(ATP)的系统中变得尤为明显,三磷酸腺苷在维持生物系统的非平衡状态和驱动能量上不利的过程中发挥着核心作用。与ATP相关的最有文献记载的误解之一是,当情况正好相反时,认为断键会释放能量。这种误解通常归因于生物学中使用的术语,即ATP中的“高能键”。我们采访了化学、生物学和生物化学讲师,了解他们如何思考和教授ATP在生物系统中用作能源的机制。在15次访谈中,我们发现讲师主要依靠两种机制来解释ATP的作用:1)能量释放,重点是ATP水解和键能;和/或2)专注于磷酸化和常见中间体的能量转移。许多教练分享了与ATP教学和能量释放相关的负面和不舒服的经历。基于这些发现,我们提出了以下教学策略:1)旨在缓解生物学入门教师表达的担忧,2)强调ATP的作用,以支持学生理解分子机制。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How Do Instructors Explain The Mechanism by which ATP Drives Unfavorable Processes?

Concerns regarding students' difficulties with the concept of energy date back to the 1970s. They become particularly apparent for systems involving adenosine triphosphate (ATP), which plays a central role in maintaining the nonequilibrium state of biological systems and in driving energetically unfavorable processes. One of the most well-documented misconceptions related to ATP is the idea that breaking bonds releases energy, when the opposite is true. This misconception is often attributed to language used in biology referring to the "high-energy bonds" in ATP. We interviewed chemistry, biology, and biochemistry instructors to learn how they think about and teach the mechanism(s) by which ATP is used as an energy source in biological systems. Across 15 interviews, we found that instructors relied primarily on two mechanisms to explain the role of ATP: 1) energy release, focused on ATP hydrolysis and bond energies; and/or 2) energy transfer, focused on phosphorylation and common intermediates. Many instructors shared negative and uncomfortable experiences related to teaching ATP and energy release. Based on these findings, we suggest instructional strategies that: 1) aim to ease the concerns expressed by introductory biology instructors, and 2) emphasize the role of ATP so as to support students' understanding of molecular mechanisms.

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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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