The Influence of an Inquiry-based Approach on Grade Four Learners’ Understanding of the Particulate Nature of Matter in the Gaseous Phase: A Case Study
Charles Mamombe 1 * , Kgadi C Mathabathe 1, Estelle Gaigher 1
More Detail
1 University of Pretoria, SOUTH AFRICA
* Corresponding Author

Abstract

A qualitative pre-/post-test case study was conducted to explore the influence of inquiry-based education in eliciting learners’ understanding of the particulate nature of matter in the gaseous phase. Two grade four classes (n=116) were conveniently and purposively sampled from two farm schools in Pretoria, South Africa. Data was collected through pre-test, initial group interviews, post-test, final group interviews and field notes. The pre-intervention data indicated that the continuous, continuous-animistic and the continuous empty models of matter in the gaseous phase dominated learners’ understanding in all the four classes. A considerable decrease in the continuous model was observed in the inquiry classes rather than in the lecture classes post-intervention.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/110391

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 1, Article No: em1812

Publication date: 14 Oct 2019

Article Views: 383

Article Downloads: 448

Open Access References How to cite this article