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Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Addressing Students’ Alternative Conception in Kinetic Particle Theory through
7E Instructional Model

a, b
Rona Lynne D. Abenoja-Federizo , and Ma. Kristina A. Ayongao b ,c

a
Office of the Vice President for Academic Affairs - Research & Publications Center, The National Teachers College
b
Graduate School of Teacher Education, The National Teachers College
c
Online Education Department, AMA University
* Corresponding Author: ra.federizo@ntc.edu.ph

ABSTRACT

Alternative conceptions are ways of thinking about a particular phenomenon in a less familiar area that lead
to learners coming to the wrong understanding of a concept or principle. This study explores the use of 7E
Instructional Model in addressing alternative conceptions of students in Kinetic Particle Theory (KPT). A
three-tier multiple choice test was used to identify alternative conceptions and specify the strength and
confidence level of students’ belief in their knowledge. Pretest results show all the prevalent alternative
conceptions in KPT, specifically on Intermolecular Spacing of Matter, Influence of Intermolecular Forces on
Phase Change, Diffusion of Fluids, Average Kinetic Energy, and Pressure, Volume and Temperature of Fluids.
A 7E Inquiry-Based Learning Model was used to address the identified alternative conceptions and posttest
was administered right after to determine scientific understanding. Although there is no significant
difference that can be noted on the analyses of the pretest and posttest scores, it reveals that an
improvement in the level of scientific understanding occurred in all subtopics. This indicates that the
intervention partially addresses some of the alternative conceptions.

Keywords: Alternative Conceptions, 7E Inquiry-Based Learning Instruction Model, Scientific
Understanding, Conceptual Model Change of Learning

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