Diagnosing Students’ conception on atomic structure using open ended questions

Fitriza, Zonalia; Gazali, Fauzana

doi:10.1088/1742-6596/1013/1/012097

Cited by 5 publications

(6 citation statements)

References 1 publication

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“…The most surprising results for us has been to find that, both in Group 1, and in Group objectives, the textbook they use, the type of teaching resources applied, etc (Quesada, Valcárcel and Sánchez, 2005;Domenech, Savall and Martínez-Torregrosa, 2013;Fitriza and Gazali, 2018). These variables were not analysed in this work and will constitute a line of future research that could be of great educational interest.…”

Section: Discussion and Educational Implicationsmentioning

confidence: 88%

“…As Justi and Gilbert (2002) explain, the evolution of a mental model is somewhat slow and hard and needs an assimilation time that will be longer or shorter depending on the times that the model has been tested and evaluated. At the same time, it must be taking account that to build a correct atomic model, the students should have abstract and spatial knowledge which is more difficult to achieve in young people than for adults (Talanquer, 2009;Fitriza and Gazali, 2018). On the other hand, it has been found that teachers offer to students few situations to check their mental models, so they are not able to assess their atom´s model and thus, it takes so much time to find the strengths and weaknesses of their models (Justi and Gilbert, 2002;Park and Light, 2009).…”

Section: Discussion and Educational Implicationsmentioning

confidence: 99%

“…Therefore, the first step was to review the bibliography published to date in relation to the mental models that students have about the atom. In some international reviewed research, authors like Papageorgiou, Markos and Zarkadis (2016) and Fitriza and Gazali (2018), studied the atomic mental model of students from grade-12 to 16. And in the Spanish framework, these models had been investigated by authors such as Solbes et al (1987); Quesada, Valcárcel & Sánchez (2005); García-Carmona (2006); Solaz-Portolés and Sanjosé (2008).…”

Section: Introductionmentioning

confidence: 99%

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Analysis of the mental model about the atom concept in Spanish 15- to 18- years old students

Salillas¹,

Muñoz²,

Jiménez³

et al. 2022

Educación Química

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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 few situations to check their mental models, and thus, it takes so much time to find the strengths and weaknesses of their models.

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Section: Discussion and Educational Implicationsmentioning

confidence: 88%

Section: Discussion and Educational Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Analysis of the mental model about the atom concept in Spanish 15- to 18- years old students

Salillas¹,

Muñoz²,

Jiménez³

et al. 2022

Educación Química

View full text Add to dashboard Cite

show abstract

“… Curriculum decisions: the moment when the contents appears in the curriculum or an overemphasis on classical physics, leaving little space for learning quantum concepts Pedagogical practices, learning material, and textbooks The formation of misconceptions about atoms by students (a set of misconceptions identified in the literature are included in the Supporting Information).…”

Section: Students’ Difficulties Regarding the Atom Concept And The Qu...mentioning

confidence: 99%

Musical Analogies to Teach Middle School Students Topics of the Quantum Model of the Atom

Vieira

Morais

2022

J. Chem. Educ.

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Society needs transdisciplinary citizens with good scientific literacy. One way to achieve this could be through the use of areas or subjects for which students have more affinity and expertise. This study seeks to maximize the chemistry learning of students who want to be musicians, through the use of analogies. Analogies are a powerful tool to explain abstract, unfamiliar, or complex scientific concepts (such as the quantum atomic model) in familiar terms and to promote positive attitudes toward learning science. A case study is presented regarding the use of musical analogies developed to teach the atom concept, subatomic particles, and the atomic structure, according to the quantum mechanical model of the atom. A cohort of 50 Portuguese 12 to 13 year old students, enrolled in the seventh grade of a middle school music course, was selected by convenience sampling from four schools. A questionnaire and interviews were used for data gathering. The results show that the musical analogies used helped to overcome students' difficulties regarding the topics taught, improved chemistry learning, and stimulated attentiveness and interest. The use of analogies between music and chemistry with students of similar characteristics to those of this study, or the use of different areas and subjects for other student backgrounds and tastes, can be fruitful for teaching chemical content.

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“…Thus, students have difficulty to visualize atomic structure and models due to the relationship between multiple representations [10]. Furthermore, they have many misconceptions about these abstract concepts such as atom models, protons, neutrons, electrons, ions and models have been identified in the literature [11][12][13][14][15][16][17]. Some of misconceptions are listed in Table 1 and Table 2.…”

Section: Multiple Representationsmentioning

confidence: 99%

How the seventh grade students visualize atomic structure and models

Yavuz

Savaşcı-Açıkalın

2018

SHS Web Conf.

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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 atom structures do not match with the scientific models. And also, students confuse the basic concepts about atomic structure.

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Diagnosing Students’ conception on atomic structure using open ended questions

Cited by 5 publications

References 1 publication

Analysis of the mental model about the atom concept in Spanish 15- to 18- years old students

Analysis of the mental model about the atom concept in Spanish 15- to 18- years old students

Musical Analogies to Teach Middle School Students Topics of the Quantum Model of the Atom

How the seventh grade students visualize atomic structure and models

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