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
dc.contributor.author | Mamombe, Charles | |
dc.contributor.author | Mathabathe, Kgadi Clarrie | |
dc.contributor.author | Gaigher, Estelle | |
dc.contributor.email | kgadi.mathabathe@up.ac.za | en_ZA |
dc.date.accessioned | 2021-07-27T13:05:20Z | |
dc.date.available | 2021-07-27T13:05:20Z | |
dc.date.issued | 2020 | |
dc.description.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. | en_ZA |
dc.description.department | Science, Mathematics and Technology Education | en_ZA |
dc.description.librarian | pm2021 | en_ZA |
dc.description.sponsorship | The South African National Research Foundation | en_ZA |
dc.description.uri | https://www.ejmste.com | en_ZA |
dc.identifier.citation | Mamombe, C., Mathabathe, K.C. & Gaigher, E. 2020, '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', Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 1, em1812, pp. 1-11. | en_ZA |
dc.identifier.issn | 13058215 (print) | |
dc.identifier.issn | 1305-8223 (online) | |
dc.identifier.other | 10.29333/ejmste/110391 | |
dc.identifier.uri | http://hdl.handle.net/2263/81005 | |
dc.language.iso | en | en_ZA |
dc.publisher | Modestum Publishing | en_ZA |
dc.rights | © 2020 by the authors; licensee: Modestum Ltd., UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License. | en_ZA |
dc.subject | Conceptual change | en_ZA |
dc.subject | Continuous model | en_ZA |
dc.subject | Inquiry-based science education | en_ZA |
dc.subject | Misconceptions | en_ZA |
dc.subject | Particulate nature of matter | en_ZA |
dc.title | 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 | en_ZA |
dc.type | Article | en_ZA |