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.authorMamombe, Charles
dc.contributor.authorMathabathe, Kgadi Clarrie
dc.contributor.authorGaigher, Estelle
dc.contributor.emailkgadi.mathabathe@up.ac.zaen_ZA
dc.date.accessioned2021-07-27T13:05:20Z
dc.date.available2021-07-27T13:05:20Z
dc.date.issued2020
dc.description.abstractA 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.departmentScience, Mathematics and Technology Educationen_ZA
dc.description.librarianpm2021en_ZA
dc.description.sponsorshipThe South African National Research Foundationen_ZA
dc.description.urihttps://www.ejmste.comen_ZA
dc.identifier.citationMamombe, 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.issn13058215 (print)
dc.identifier.issn1305-8223 (online)
dc.identifier.other10.29333/ejmste/110391
dc.identifier.urihttp://hdl.handle.net/2263/81005
dc.language.isoenen_ZA
dc.publisherModestum Publishingen_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.subjectConceptual changeen_ZA
dc.subjectContinuous modelen_ZA
dc.subjectInquiry-based science educationen_ZA
dc.subjectMisconceptionsen_ZA
dc.subjectParticulate nature of matteren_ZA
dc.titleThe influence of an inquiry-based approach on grade four learners' understanding of the particulate nature of matter in the gaseous phase : a case studyen_ZA
dc.typeArticleen_ZA

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