Mamombe, CharlesMathabathe, Kgadi ClarrieGaigher, Estelle2021-07-272021-07-272020Mamombe, 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. 1-11.13058215 (print)1305-8223 (online)10.29333/ejmste/110391http://hdl.handle.net/2263/81005A 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© 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.Conceptual changeContinuous modelInquiry-based science educationMisconceptionsParticulate nature of matterArticle