Enhancing Students’ Mental Models of Chemical Equilibrium Through Argumentation within Model-based Learning

Abstract

The purpose of this study is to investigate how students develop their mental models of chemical equilibrium through Argumentation within Model-based learning (AMBL). This qualitative research methodology draws upon a pre-post chemical equilibrium mental models survey, teacher’s logs, classroom observations, and students’ reflective diaries. The participants, purposively selected, were 29 grade 11 students. Data were analysed via qualitative methods, namely categorizing, comparing, and concluding. The research findings reveal that AMBL could develop students’ tentative mental models into scientific models, particularly on the topics of dynamic equilibrium and reversible reactions. Key ideas for enhancing students’ mental models include: providing students with opportunities to use evidence and justification in order to develop their mental models into scientific models; the suggested use of several media to represent particles at the microscopic level; and using driving questions to help students modify their models and link their understanding of both the macroscopic and microscopic levels through the modelling process. The study recommends the need for more emphasis on the role of argumentation in the modelling process. https://doi.org/10.26803/ijlter.19.7.7