The pre-service science teachers’ mental models for concept of atoms and learning difficulties. (original) (raw)
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Atom is a concept that students meet with in both physics and chemistry. The difficulty of the explication of this concept is that it is a highly abstract construct; the atom can not be perceived by the human senses and can not be seen by means of simple instruments. Teachers use different, more or less suitable models, analogies and metaphors during the interpreting of this concept (e.g. electron cloud, "fuzzy" electron, atomic nucleus, etc.). However, pupils often create their own models in their minds and their ideas may differ considerably from the idea of the atom that their teachers have. In this respect, textbooks also play an important role, but in various physics textbooks there are presented different models of atoms. In the paper, we present the most common models of atoms used in physics textbooks for lower secondary schools in the Czech Republic and show their possible influence on the formation or the strengthening of some pupils´misconceptions. The frequency of these misconceptions is exemplified by a study we carried out in the Czech Republic, involving a set of 170 of 15-year-old pupils from seven lower secondary schools. All participants of this study were quizzed on their understanding of the concept of an atom using a one-tier diagnostic test which included some of the most common misconceptions about atoms that have been identified in foreign education research.
This study focused on determining the elements of mental models of atomic structure and views on visual representations of models of atomic structure in two sub-cohorts of student teachers studying at a university in Turkey. In total, 141 student teachers participated in this study. In the first cohort, the focus was on 73 freshman science student teachers' drawings of mental models of atomic structure. The analysis showed a wide variety of individual aspects in the students' minds when asked to sketch the structure of atoms. The majority of students preferred to draw two-dimensional structures, neglecting the atom's space-filling character. Concerning the details of atomic structure, the majority of students emphasized only the most essential components of atoms, namely protons, neutrons, and electrons. It was quickly recognizable that these elements were arranged according to different analogies or representations of historical models, particularly related to Bohr's atomic theory and different representations thereof. Overall, the different visual representations of atomic models the students see in school, almost exclusively serve as the basis for their ideas about atomic structure. Current atomic theory, like quantum mechanical models, are generally not used when students are asked for a "contemporary" model of atoms. Rather it seems that concreteness and functionality are the primary factors leading to the selection of an atomic model when requested. This study is supplemented by data collected from the second cohort of 68 prospective teachers consisting of a diverse group of students ranging from freshman to senior level. The students in this cohort were asked for their preferred illustrations of atoms in textbooks. Open-ended questions about atoms led to further insights. The analysis of the prospective teachers' drawings indicated that a more careful approach to teaching is necessary to clarify the relationships between different models of atomic structure and to allow students to understand what an appropriate and contemporary understanding of atomic structure should encompass.
A non-experimental descriptive and correlational design was used to examine the ‘notion of the nature of scientific model, atom achievement and correlation between the two’ held by a total sample of 76 prospective science teachers. “Students’ Understanding of Models in Science” scale was utilized to evaluate the views of the prospective science teachers on the nature of scientific models. “Atom Achievement Test” was used to determine the achievement levels of the prospective science teachers. Some meaningful outcomes were obtained related to the views of the prospective science teachers on the nature of scientific models. No any significant relationship was observed between the views of the prospective science teachers on the nature of scientific models and their achievement in the topic of Atom. The findings have been analysed by comparing them with the relevant literature and the implications to enhance prospective science teachers modeling ability have been discussed.
Analysis Graphically of Description Students and High School Teachers about Atom Concept
The purpose of this study is to determine the pattern of depiction of atom concept from 24 students in LPTK UNSYIAH and 99 teachers of high schools (SMA). Pattern of understanding the concept of atoms referred to in this research is the respondents' understanding about atomic forms presented with images and descriptions. Data were collected through paper-pencil test on the images of atoms and its explanation. Graphical data analysis using methods based on the respondents' knowledge, education level, and specifically, the understanding of the pattern of classical atomic model, the pattern of modern atomic model, and the pattern of quantum atomic model. The results of data analysis showed that the teachers and LPTK students (prospective teachers) have the same understanding of the pattern of atomic form, but the images shown by the students and teachers were different when viewed from the context of the existing model of the atom. For example, approximately 50% of the atomic images provided by the teachers were in accordance with the planetary model, while the images shown by the students, about 71% according to the Bohr's atom or shell models. In addition, both teachers and students still understood the shape and atomic models of different shapes and standard atomic models that have been developed by scientists. Implications of these results are expected when the teacher teaches the concept of atoms can explain in detail the difference between the real atoms with the atomic models, it is important to avoid misconceptions about the concept of atom
Students try to understand many abstract concepts by using mental models they have created by thinking and imagining. Students must have a functional and dynamic atomic model in their minds in order to understand the atomic and atomic concepts. In this study; it was aimed to determine the models of science student candidates using the analogy of atomic concepts by using analogies. The study carried out in the spring semester of 2016 - 2017 academic year; 47 science teachers were involved with the undergraduate students studying in the second grade. In the study, it was desired to establish an analogy of the atomic concept and to explain this analogy in order to determine the atomic models in the minds of the prospective teachers. Subsequently, in the course of modern physics, the students were told about the atom and atom modeling, and they were asked to establish an analogy with the atomic concept. First of all, their characteristics were examined by analyzing the types of analogies, origin, relationship and similarity that teacher candidates established. Then the answers given by the teacher candidates were separated by categorized by qualitative analysis method and the frequency values were obtained. It has been determined that prospective teachers use daily information in their analogies and use concrete concepts to establish analogies. It is also seen that teacher candidates often try to establish similarities in their analogies in their constructs. Teacher candidates have established similarities in the analogies of atoms such as shape, orientation, disintegration. The analogies used by the prospective teachers initially represented Dalton, Thomson and Bohr atom models; and modern atomic theory, Bohr and Rutherford atomic models. It has been determined that the students do not represent any atomic model of the analogy established by the 7th modern physics lesson before 19th.
A non-experimental descriptive and correlational design was used to examine the 'notion of the nature of scientific model, atom achievement and correlation between the two' held by a total sample of 76 prospective science teachers. ‚Students' Understanding of Models in Science‛ scale was utilized to evaluate the views of the prospective science teachers on the nature of scientific models. ‚Atom Achievement Test‛ was used to determine the achievement levels of the prospective science teachers. Some meaningful outcomes were obtained related to the views of the prospective science teachers on the nature of scientific models. No any significant relationship was observed between the views of the prospective science teachers on the nature of scientific models and their achievement in the topic of Atom. The findings have been analysed by comparing them with the relevant literature and the implications to enhance prospective science teachers modeling ability have been discussed.
ANALYSIS GRAPHICALLY OF DESCRIPTION STUDENT AND HIGH SCHOOL TEACHERS ABOUT ATOM CONCEPT
The purpose of this study to determine the pattern of the depiction of atom concept at the 24 students in LPTK UNSYIAH and at 99 teachers of high school (SMA). Patterns of understanding the concept of atoms referred to in this research is the understanding of students and teachers about atomic forms that showed with the form of atomic images and descriptions. Data were collected through paper-pencil test in the images of atoms and its explanantion. Graphically data analysis using methods that are based on the respondents' knowledge level group, institution diploma acquisition (alumnus), S1 degree in the field of science, understanding the pattern of the classical atomic model, understanding the pattern of modern atomic model, and understanding the pattern of the quantum atomic model. The results of data analysis showed that teachers and LPTKs students (prospective teachers) have the same understanding of the pattern of the atomic form, but the images shown by the students and teachers are different when viewed from the context of the existing model of the atom. For example, approximately 50 % of the atomic image provided by the teacher in accordance with the planetary model, while the images shown by students, about 71 % according to the Bohr's atom or shell models. In addition, teachers and students also encountered still understand the shape and atomic models of different shapes and standard atomic model that has been developed by scientists
Analysis Graphically of Description Students and High SChool Teacher about Atom Model
Syiah Kuala University Press, 2015
The purpose of this study is to determine the pattern of the description of the atom concept from 24 students in LPTK UNSYIAH and 99 teachers of high schools (SMA). The pattern of understanding the concept of atoms referred to in this research is the respondents’ understanding of atomic forms presented with images and descriptions. Data were collected through the paper-pencil test on the images of atoms and their explanation. Graphical data analysis using methods based on the respondents’ knowledge, education level, and specifically, the understanding of the pattern of the classical atomic model, the pattern of the modern atomic model, and the pattern of the quantum atomic model. The results of data analysis showed that the teachers and LPTK students (prospective teachers) have the same understanding of the pattern of atomic form, but the images shown by the students and teachers were different when viewed from the context of the existing model of the atom. For example, approximately 50% of the atomic images provided by the teachers were in accordance with the planetary model, while the images are shown by the students, about 71% according to Bohr’s atom or shell models. In addition, both teachers and students still understood the shape and atomic models of different shapes and standard atomic models that have been developed by scientists. Implications of these results are expected when the teacher teaches the concept of atoms can explain in detail the difference between the real atoms with the atomic models, it is important to avoid misconceptions about the concept of an atom
Atomic Theories That Preservice Science Teachers Confuse and Underlying Reasons
İnönü Üniversitesi Eğitim Fakültesi Dergisi
Students come across with the notion of atom almost every year during their education life. Higher conceptual understandings of atomic theories among science teachers is of crucial importance in their understanding of physics and chemistry courses. In this sense, the purpose of the present study is to investigate which of the atomic theories science teachers often confuse and to discuss the possible reasons behind the confusion of one theory with the other. This study used the phenomenology method of qualitative research. Participants of the study were comprised of 55 first and second year university students attending the Department of Science Teaching during the 2015-2016 academic year. In order to discover the most confusing atomic theories and the reasons of this confusion, students were asked to write down the atomic theories that they often confuse with one another and the reasons why they do so. Using content analysis, two independent coders analyzed the collected data. The result of the analyses revealed that students mostly got confused between Bohr's Atomic Theory and Modern Atomic Theory. It was also found that the underlying reasons of this confusion were that "In both theory, the protons and neutrons are found together at the center of the atom (the nucleus) surrounded by electrons spinning around it" and "students cannot differentiate between the concepts of layer, orbit and shell", and some recommendations were offered concerning the instruction of these subjects.
Misconceptions about Atomic Models Amongst the Chemistry Students
International Journal for Innovation Education and Research, 2018
Bohr’s model is a semi-classical model which involves both classical and quantum principles. Although more sophisticated Schrödinger model has been presented to students, the residual picture in their minds persists to consider Bohr’s model to be the closest to the physical reality. We included few questions about Bohr’s model in tests to assess the students’ understandings of realistic atomic models in general-chemistry courses offered for freshmen in two universities in the Middle-East (namely, Yarmouk University at Irbid, Jordan, and the United Arab Emirates University at Al-Ain, UAE, from both a statistical sample of 687 students was collected). The results reveal the existence of huge misconceptions amongst a large portion of the students’ sample (i.e., ≥ 85%). Alternative solutions are discussed and suggested to draw a strategy to better dissimilate the knowledge in order to overcome the existing learning difficulties.