Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Chemistry

Subject Categories



Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Adviser

Adora S. Pili

Defense Panel Chair

Maricar S. Prudente


This study investigated the pre- and post-intervention conception of students about the behavior of gases. It took a closer look on the level of conceptual understanding of students on the following: identifying pressure difference, identifying a closed system, applying Boyle’s Law, predicting gas volume changes and applying Charles’ Law, drawing molecular model, and drawing molecular movement. In addition, the students are categorized into Expert, High Transition, Low Transition or Folk. The level of conceptual understanding of students according to their profile was also investigated. This endeavor involved one intact class consisting of 44 third year high school students during the school year 2004 -2005. Students’ views about chemistry (VASS – Chemistry), six – item open-ended questions in the conceptual problem test and the lesson plan which covers the 5 phases of the 5 E learning cycle model were employed for the study. Changes in students’ conceptions were classified as unchanged conception, change for the better, and regression. Results were presented in descriptive – interpretive form. Majority of the respondents hold mixtures of the Expert Profile and Folk Profile, that is, transitional view. Prior to the intervention, majority of students’ conceptions were in the level of no understanding (NU). Considering the levels of respondents’ understanding prior to and after instruction, it can be said that majority of the students’ conceptions changed for the better although students’ level of conceptual understanding of the item on identifying a closed system remain unchanged. Students categorized as Expert Profile has the most frequent responses in the sound understanding (SU) category. The High transition profile showed consistent results, that is, improvement in their level of conceptual understanding, in most of the items in the conceptual understanding test. This was reinforced during the unstructured interview where the students were asked to expound or elaborate their answers. Students involved in the study generally have positive perceptions of the 5E Learning Cycle based lessons. Students’ involved in the study generally have positive perceptions of the 5E Learning Cycle based lessons. Chemistry teachers are encouraged to develop or use the inquiry method such as the 5 E learning cycle model which employs extensive class discussions, active student participation in the learning process where students freely express their own conceptions and ideas

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.


Gases--Study and teaching; Boyle's law; Nature of Science

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