Promoting grade 6 students' scientific understanding of the particulate nature of matter and the role of models in science through multi-representational instruction

Abstract

The purpose of this quasi-experimental study was to describe and understand Grade 6 students’ conceptions of the particulate nature of matter and models and modeling in science. The other major goal was to design an instructional sequence in order to promote understanding of these scientific concepts. The participants were Grade 6 students from two different schools. A total of 109 students from a primary school were involved in the study. 75 of them constituted the experimental group and 34 of them constituted the control group. The experimental group was treated with model based instruction and the control group was treated with traditional instruction. Data regarding students’ conceptual understanding of the particulate nature of matter and models and modeling in science were collected through the particulate nature of matter content test (PNMCT) and models and modeling in science questionnaire (MMSQ) before and after the treatment. A two-tiered particulate nature of matter content test was developed by the researcher and a models and modeling in science questionnaire, which was used previously in the study of Chittleborough, Treagust, Mamiala, and Mocerino (2005) was employed. The name of the instrument used in the earlier study was “My Views of Models and Modeling in Science” (VOMMS). In the current study, however, it was adapted. Quantitative data were analyzed with SPSS. Before the instructions, all Grade 6 students held alternative conceptions about the particulate nature of matter. After completing the model-based instruction, Grade 6 students were more likely to hold a scientific conceptual understanding. The findings of the study have revealed that model based instruction can be used to promote conceptual change among Grade 6 students.