Development of grade-10 students’ conceptual understanding of ionic compound by using inquiry learning in conjunction with particulate models
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Abstract
The main purpose of this research was to develop students’ conceptual understanding of ionic compounds by using 5E inquiry learning in conjunction with particulate models. The participants were 26 students, purposively selected from the populations of grade-10 students at Yothinburana Phetchaburi school in Phetchaburi Province. The treatment tool was the learning activities based on inquiry cycle in conjunction with corresponding particulate models (12 hours) and the data collecting tool was the two-tier diagnostic conceptual test (21 items). The t-test for dependent samples analysis indicated that the post-conceptual test score (mean 37.11, S.D. 6.66) was significantly higher than the pre-conceptual test score (mean 18.76, S.D. 6.14) and was significantly higher than retention-conceptual test score (mean 36.20, S.D. 6.37) at the 95% confidence level. After the intervention, the percentage of students was decreased from that of the pre-test by 51.41 in the no and mis-conceptual understanding (NU+MU), while increased by 35.35 in the partial with mis-conceptual understanding (PMU), and increased by 16.11 in the partial and sound conceptual understanding (PU+SU) categories. This verified that this intervention was effective to develop students' conceptual understanding, but not effective to promote their retention of conceptual understanding in the particular topic.
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