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Studies have shown that students face difficulties in understanding the scientific explanations of the physical phenomena. We argue that this is the case because they are constrained by their initial explanatory frameworks which are based on their everyday experiences and differ significantly from the scientific ones. The understanding of the scientific concepts is facilitated by the use of appropriate models and we support that the unifying model of microcosm can facilitate the learning process. This research focuses on whether students of primary and secondary education are able to understand the microscopic model and use it to explain the macroscopic phenomena. In bibliography it is supported that this model can help students approach phenomena about which they lack supervision, e.g. invisible gases, therefore a great deal of effort is spent worldwide to find the best educational approach of microcosm for students of as younger age as possible. The results suggest that students of this age are able to understand the microscopic model and this model facilitates their understanding of the macroscopic phenomena. Our research adds to previous studies exploring the ways of improving the learning process and facilitating the understanding of the scientific concepts.

The Understanding of the model of microcosm in Primary and Secondary Education