Analysis Graphically of Description Students and High SChool Teacher about Atom Model (original) (raw)
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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
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
How the seventh grade students visualize atomic structure and models
SHS Web of Conferences, 2018
The purpose of this study is to examine how the seventh-grade students visualize the atomic structure and models in their minds. The problem of the study is “How do the seventh grade students visualize the atomic structure and models?” This study is conducted with 25 seventh-grade students in a state school, Bursa. Qualitative research methodology was adopted in the study. As data collection tools, worksheets were collected via four different activities by the researcher. Data collection process took two weeks (eight lessons). Worksheets consist of different questions about atom and structure and also atom models. For the validity and objective evaluation of the worksheets, an analysis schema was prepared for four different activities by a subject instructor and two science teachers with two or four years teaching experiences. Analysis schema and worksheets were re-evaluated by the science teacher with three years of teaching experiences. Consequently, students’ visualization of the...
DIDFYZ 2019: Formation of the Natural Science Image of the World in the 21st Century
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.
Students' description of an atom: a phenomenographic analysis
Disponível na Internet: www. phys. ksu. edu/perg/ …
This study investigates the students' ideas about an atom by asking them to describe an atom on a paper and pencil questionnaire. Students' understanding of the structure of an atom, its constituents and their approximate locations, the size of an atom, and energy released by an atom are investigated. Analysis of responses was based on the phenomenographic method. The study does not attempt to develop a catalog of students' "misconceptions" of atoms. It explores how students describe atoms when they are presented with an open-ended question. We can then learn what ideas are foremost in students' thoughts when they think of atoms.
Analysis of the mental model about the atom concept in Spanish 15- to 18- years old students
Educación Química
The present research investigates the mental models about the atom of Spanish 15- to 18- years old students. A sample of 454 students was taken into account within a representative Spanish context. A specific questionnaire, validated before students solved it, where the students should draw, define and argue was designed. It has been found that most of the students understand the atom as a mix of several models. In general, the models they mix are those that they studied during their last educational course. Some students possess a unique mental model about the atom (Bohr´s model), and a really few students described the atom as it could be expected according to their educational level. Several reasons have been appointed among them are: i) the construction of a mental model is a hard and slow process, even more in the case of the atom, ii) this is a complex concept which requires abstraction and to use spatial knowledge in very young students, and iii) teachers offer to students fe...
This study aims to investigate Turkish students' mental models of the "atom" concept. To achieve this aim, a two-item questionnaire was administered to a total of 325 students (i.e., 104 Grade 8 students, 114 Grade 11 students, and 107 science student-teachers). The present study showed that all students under investigation have similar difficulties in modeling the concept of "atom". In addition, it was found that even if senior science student-teachers' percentages were higher than those of Grade 8 and Grade 11 students they possessed similar alternative conceptions to those of their future students. Further, it was concluded that there is no clear link between students' models and their grades. In the light of the study, it can be suggested that due to the Ministry of National Education's recent revisions of the science education curricula and instructional materials, further emphasis should be given to the concept of "atom" and its modeling in related course books by differentiating atomic models from each other
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.