Unearthing pre-tertiary students' reasoning patterns about elements, mixtures, and compounds

This study examined pre-tertiary students’ reasoning patterns about the structure of matter after they received concept-based instruction. The one-group, pre-test, post-test, and delayed-post-test design was employed to assessparticipants’ understanding before, immediately after, and weeks after the instruction, using particulaterepresentations of matter on worksheets. A focus group interview was applied for corroboration. Data were analysedon the appropriateness of scientific reasoning. Findings showed that the concept-based instruction promoted thedevelopment of scientific understanding about the nature of matter, which hitherto was idiosyncratic. Authenticconcepts must be introduced in engaging ways for long-lasting concretisation and application.Keywords: conceptual understanding, compound, element, mixture, particulate matter, pre-tertiar