Model-based inquiry in the high school chemistry classroom: how does model-based inquiry affect learning retention?

Abstract

Model-based inquiry is a style of pedagogy that involves the creation and analysis of physical, conceptual, and mathematical models as a means of teaching and learning science. This study aimed to ascertain the capacity of model-based inquiry (MBI) to impact learning retention in students of a 9th and 10th-grade chemistry course. Over the course of two introductory chemistry units, students used MBI-styled activities and unit storylines to uncover essential ideas. The fundamental concepts of each unit were assessed using a pre-test and post-test (Post I), with an additional post-test (Post II) administered several weeks after the culmination of that unit. Students were also prompted for their confidence level on these assessments. To analyze the interplay between MBI, attitudes about science, and comprehension, students were surveyed using the Colorado Learning Attitudes about Science Survey before and after the research period. Additionally, a sample of students was interviewed about their knowledge and experience using scientific models. Analysis of the quantitative and qualitative data from this study has revealed that a guided approach to MBI has some positive effect on learning retention. This study's use of MBI was found to have a moderate impact on student attitudes about learning chemistry, and a limited impact on student understanding of scientific modeling.