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, continuousanimistic 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.
