Model based teaching and learning in the high school chemistry laboratory

The purpose of this study was to investigate high school chemistry students' understanding of the nature of models and fundamental chemistry concepts as they participated in six model based teaching and learning (MBTL) laboratory activities during the first semester of the 2010--2011 school year. Students interpreted, developed, and refined particulate-level models in order to explain and predict the behavior of the observable, macroscopic world.;Students' were administered the Students Understanding of Models in Science Survey (SUMS) and Chemistry Conceptual Understanding Test (CCUT) at the beginning and at the end of the semester. The results of dependent samples t-tests showed statistically significant differences in two of the five subscales of the SUMS: models as exact replicas and the changing nature of models. Statistically significant differences with a large effect size were noted between the raw mean scores on the pre- and post-CCUT and between the raw mean scores on the pre- and post-CCUT for algorithmic questions that assessed concepts targeted during the intervention. No statistically significant results were noticed for conceptual questions, questions based on modeling phases or linking multiple representations questions. The results indicated that students understanding of models improved, but they have difficulties with conceptual questions and linking multiple representations.