Images of atoms in physics textbooks for lower secondary schools vs. misconceptions of pupils about atoms

Addressing student misconceptions about atoms and examining instructor strategies for overcoming them

“…Starting from elementary school ages, students are taught about the structure of the atom, which is a prerequisite for many subjects in chemistry, such as chemical bonds, molecular structure, and periodic table (Aygen, 2019). Hejnová and Králík (2019) allege that students' misconceptions are the result of classical physics presentations about the atom in primary and secondary schools, as well as sub-level presentations. Numerous studies have found that students have difficulty understanding and learning this abstract and complicated concept (Bilir et al, 2018;Cokelez & Duman, 2005;Cokelez & Yalçın, 2012;Griffiths & Preston, 1992).…”

“…Numerous studies have found that students have difficulty understanding and learning this abstract and complicated concept (Bilir et al, 2018;Cokelez & Duman, 2005;Cokelez & Yalçın, 2012;Griffiths & Preston, 1992). According to various studies, misconceptions in the minds of students are caused by ideas that do not reflect the facts in the historical development of scientific concepts taught in elementary schools (Griffiths & Preston, 1992;Hejnová & Králík, 2019). Also, physicists are divided over what atomic models should be included in the curricula in what age range (Ehab et al, 2018).…”

“…In particular, due to its microscopic and abstract structure, it is difficult to understand for students of all ages (Cokelez & Duman, 2005;Griffiths & Preston, 1992). Hejnová and Králík (2019) argue that in addition to their own beliefs, students also hold misconceptions caused by poorly designed education. The abstract nature of atoms and their size smaller than the microscopic dimension are causes for difficulty when teaching the concept of atoms.…”

“…To determine students' level of understanding of the concept of the atom and their misconceptions, the status of the concept of the atom in course-books, mental models of the atom, and the effect of different methods of teaching the concept of the atom, various studies have been conducted. It has been stated in almost all studies that it is difficult to understand the concept of atoms, and that students have many misconceptions about it (Akyol, 2009;Alkan, 2022;Ayaz, 2020;Aygen 2019;Basaran & Gozutok, 2022;Bilir et al, 2018;Cardoso et al, 2020;Cokelez & Duman, 2005;Demirci et al, 2016;Ekinci & Sen, 2020;Hejnová, & Králík, 2019;Kilici, 2019;Kiriktaş, 2023;Ozkan, 2019;Yaseen & Akangul, 2016;Zarkadis et al, 2020). In all grade levels, there was a significant difference between students' mental models and atomic model representations in textbooks (Yaseen & Akangul, 2016).…”

“…In a study by Akyol (2009), most physical sciences and chemistry teacher candidates created atomic models in their minds that resembled the Rutherford and Bohr models. Additionally, students had difficulty developing a mental model of the concept of atoms (Cokelez & Duman, 2005;Demirci et al, 2016;Hejnová, & Králík, 2019). Cokelez and Yalcin (2012) found that students had a lack of knowledge and experience about atomic models.…”