: Conceptual Chemistry Understandings of Beginning Learners in Interactive Multimedia-based Instruction. This study explores the conceptual understandings of beginning chemistry students through the teaching implementation of chemistry concept paradigm and science-learning nature. Two models of inquiry-based instruction (structured inquiry and learning cycle) involving synchronizing macroscopic, microscopic, and symbolic approaches were implemented in a grade-7 science class. Questionnaires were used to collect data about verbal-visual learning styles, whereas conceptual understandings were measured through a test. The study shows that there were-significant differences in subjects' conceptual understandings in relation to the learning models and the learning styles.