Enhancing Grade-10 students’ conceptual understanding of ionic bonding through small-scale experiments in conjunction with particulate-level model kits

Abstract Understanding ionic bonding requires students to link observable phenomena with symbolic and particulate-level representations, a task many find challenging. This study examined a 5E inquiry-based instructional intervention integrating small-scale experiments (SSE) and particulate-level model (PLM) kits to support Grade-10 students’ understanding of ionic bonding. Thirty-two students participated in four classroom-based learning sessions. Data were collected through a two-tier conceptual test, particulate-level drawing tasks, and semi-structured interviews. Post-test scores were significantly higher than pre-test scores (p < 0.05), with many students shifting from partial understanding with misconceptions to more scientifically coherent explanations. Analysis of particulate-level mental model drawings and interviews revealed improved particulate-level reasoning, particularly in depicting ion separation, hydration, and distinctions between soluble and sparingly soluble ionic compounds. The findings suggest that combining SSE and PLM within a 5E inquiry framework supports conceptual change by helping students coordinate macroscopic observations, symbolic representations, and particulate-level models of ionic bonding.