Multiple Representations and Multiple Expressions: Simulating Enzymatic Reactions to Showcase Learning

Abstract

The purpose of this article is to describe a lesson aimed at teaching students the function of enzymes in order to obtain mastery of NGSS standard HS-LS1-2. The lesson is designed to engage learners through the frameworks of the 5E process and sensemaking. To this end, we will describe the lesson features including an “engage” activity, scientific testing, and technology integration activities including a stop motion video simulation. Furthermore, this lesson allows all students to obtain and demonstrate mastery of enzymatic chemical reactions through the intentional pedagogical strategies of multiple representations and expressions.

Keywords::

• Technology
• model-based learning
• formative assessment
• differentiated instruction
• authentic learning
• digital action
• life science

SUPPLEMENTAL MATERIAL

Supplemental data for this article can be accessed online at http://dx.doi.org/10.1080/00368555.2023.2292340.

Additional information

Notes on contributors

Julia Jones

Julia Jones is a science teacher at Manchester High School in Chesterfield County, Virginia. She is currently teaching Biology and Ecology during her second year as a full-time teacher. She graduated from Virginia Commonwealth University with a bachelor’s degree in biology, and then earned her master’s degree in education from Old Dominion University. She strives to build relationships with her students by showing that she cares about them as individuals, not just as students. She does this by leading them in engaging and exciting activities, and by providing differentiated instruction to meet the needs of Manchester's diverse learners. Through this article, Julia hopes to share her ideas for making abstract and mundane topics accessible, exciting, and applicable to the lives of her students.

Demetrice Smith-Mutegi

Demetrice Smith-Mutegi (ORCID: 0000-0001-8560-779X) is an assistant professor of science education in the Department of Teaching and Learning at Old Dominion University in Norfolk, Virginia. She teaches K-12 foundation courses and secondary science and math methods to preservice teachers. Demetrice’s current research interests include exploring the experiences and perspectives of underrepresented students and teachers in STEM classrooms, as well as offering a critical examination of innovative technologies in science instruction. Before entering higher education, she served in North Carolina, Maryland, and Indiana public schools as a STEM educator. Demetrice has completed studies in science education at Morgan State University (Ed.D.) and East Carolina University (M.A.T.), as well as an undergraduate degree in Biology from the University of North Carolina at Chapel Hill. Through a combination of empirical research, grant-funded projects, and collaborations with diverse scholars, Demetrice aspires to contribute to the broader dialogue on diversity, equity, and inclusion in STEM education. Twitter: @Demetrice_