Science Learning Management That Integrates Three Conceptual Levels of Chemistry about Polymer to Promote Scientific Conception Perception for Secondary School Students

Abstract

This study aimed to (1) design and evaluate the suitability of a science learning management plan that integrates the three conceptual levels of chemistry (macroscopic, submicroscopic, and symbolic) on the topic of polymers, and (2) examine its effects on promoting scientific conceptual understanding among secondary school students. Employing an action research methodology, the study involved 72 participants: 9 expert science teachers who assessed the instructional plan and 63 purposively selected secondary students who participated in the implementation. The intervention was structured around the QSEEE instructional model, which comprises five stages: Questioning, Searching, Explaining, Elaborating, and Evaluating. The evaluation results indicated that the instructional plan was highly appropriate. Furthermore, post-intervention assessments revealed significant improvement in students’ scientific conceptual understanding, demonstrating the effectiveness of the integrated approach.