I Developed Mental Representation of the 4th Grade Students on "Matter and the State of Matter" by Using Model-Based Learning

Abstract

Classroom action research aims to find best practice and develop the mental representation of students on the "Matter and the State of Matter" by using Model-Based Learning. The data was collected from a total of 24 students in fourth grade using the mental representation form, informal interviews, student portfolios and teacher’s reflective journal. Analyze the results utilizing the inductive analysis to find best practice and utilizing the content analysis to analyze the mental representation of students. The findings showed that the best practices to develop the mental representation were 1) students are able to show their ideas independently by writing narratives along with drawing, painting, and creating 3D model. 2) provide the opportunity for students to think and make mental representation by their own model learning methods and identifying what is right and what to be modified in the model. And 3) the interrogation questions, and providing them the opportunity to answer are essential to making a student's mental representation. In conclusion of the Mental Representation of the students were found that More than fifty percent of students are able to represent mental more accurately and be more consistent with the scientific model after studying by Model-Based Learning.