Improving Students' Conceptual Understanding of Enzymes Using Hands-On Activities

Abstract

This study explores the impact of using hands-on activities to develop students’ conceptual understanding of enzymes in biochemical reactions as opposed to conceptual understanding that develops from a traditional lecture only. Fifty-four 10th grade Biology students are the subjects of this classroom based action research, which includes five hands-on lessons. Prior knowledge of six learning targets is measured using a pre-assessment. Post-lecture and post-hands on assessments measure learning through both types of instruction. The study determines that hands-on activities significantly impact students’ conceptual understanding of enzymes when compared to pre assessment and post-lecture data.