The use of the history and philosophy of science in teaching and learning is commonly neglected, linear, and/or out of context in textbooks. This article investigates whether this also occurs with the concept of enzymes. A brief review of the literature establishes the theoretical foundation to investigate how the concept of enzymes is presented in nine textbooks, following three different lines of analysis. A general lack of interconnection was seen in biochemistry topics, with enzymes usually only presented via the “lock-and-key” model, which does not best represent their complexity. Furthermore, conceptual limitations resulting from a lack of historical contextualization (partial or complete) were also observed.
CITATION STYLE
Tonolli, P. N., Franco, F. F., & Silva, A. F. G. (2021). Historical construction of the concept of the enzyme and approaches in biology textbooks. Historia, Ciencias, Saude - Manguinhos, 28(3), 727–744. https://doi.org/10.1590/S0104-59702021000300006
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