Enhancing Grade-11 students’ mental model of chemical equilibrium through a 5E inquiry-based pedagogy integrating small-scale experiments and with particulate-level magnetic modeling

Abstract Chemical equilibrium is conceptually challenging because students must reconcile observable stability with dynamic, reversible processes at the particulate level. This study examined a 5E inquiry-based pedagogical intervention integrating low-cost small-scale experiments (LSE) and particulate-level magnetic modeling (PLM) to support Grade 11 students’ mental models of chemical equilibrium. Thirty-two students participated in four classroom sessions designed to connect macroscopic observations with submicroscopic representations. Data were collected using particulate-level drawing tasks and semi-structured interviews before and after instruction. Quantitative results indicated significant improvement, with mean scores increasing from 31.40 to 71.80 % and a moderate normalized gain (< g > = 0.59). Category analysis showed a substantial shift toward higher levels of understanding, with Good plus Partial Understanding increasing by 45.81 percentage points, while Partial Understanding with Misconceptions and Misunderstanding plus No Understanding decreased by 11.94 and 33.87 points, respectively; No Understanding and No Response were eliminated. Qualitative findings revealed increased representation of species coexistence and more dynamic, rate-based reasoning, although some misconceptions persisted. Overall, the integration of LSE and PLM within a 5E inquiry framework effectively supported the development of particulate-level understanding of chemical equilibrium.