Evidence for the Effectiveness of Inquiry-Based, Particulate-Level Instruction on Conceptions of the Particulate Nature of Matter

Abstract

Abstract Research has shown that students in traditional college-preparatory chemistry courses become masters of mathematical equations without an understanding of the conceptual basis for the mathematical relationships. This problem is rooted not only in what curriculum is presented to students, but also in how it is experienced by the students. Ample evidence exists in support of both inquiry-based instruction and the use of particulate-level models in instruction as a means for improving students’ conceptual understandings in chemistry. Little evidence exists, though, for the effectiveness of an instructional model that involves the merger of these two methods. In an effort to address this gap, a series of laboratory and classroom activities was created that blended guided inquiry-based instructional practices with particulate-level modeling experiences. The content of the curriculum focused exclusively on phases of matter and chemical versus physical changes in matter. This research explores the novel curriculum’s effect on student understanding of the particulate nature of matter in two sections of high school chemistry. Qualitative and quantitative evidence supporting the curriculum is presented.

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