Fostering Junior High School Students’ Conceptual Understanding of Charles’ Law Using Contextualized-Interdisciplinary-Based Module

Abstract

As climate change continues to intensify, the need for scientifically literate and environmentally conscious learners becomes increasingly urgent. This study developed and implemented a Contextualized-Interdisciplinary-Based Module (CIBM) on Charles’ Law, grounded in a Contextualized-Interdisciplinary Approach (CIA) that integrates chemistry, atmospheric science, environmental issues, and technology. Designed for Grade 10 students in the Philippines, the module aimed to enhance conceptual understanding by linking gas laws to real-world phenomena such as the greenhouse effect and rising global temperatures. Using a mixed-method quasi-experimental design, the study combined expert validation, a pretest-posttest of conceptual understanding, and thematic analysis of student reflections. Results revealed that students initially demonstrated only near-proficiency in conceptualizing the volume–temperature relationship and its environmental applications. Following the intervention, students showed significant improvement, with posttest scores reaching high proficiency levels and a large effect size (r = 0.85) confirmed through the Wilcoxon signed-rank test. Qualitative findings further indicated increased engagement, deeper comprehension, and stronger real-world connections, particularly in understanding climate change. The module was also positively evaluated by experts in terms of content accuracy, instructional design, language, and digital integration. These findings highlight the value of contextualized, interdisciplinary, and technology-supported pedagogy in making abstract scientific concepts more tangible, meaningful, and socially relevant. This study underscores the potential of such approaches to advance not only academic outcomes in science education but also critical awareness and preparedness to address global environmental challenges.