Studying the consistency between and within the student mental models for atomic structure

Zarkadis, Nikolaos; Papageorgiou, George; Stamovlasis, Dimitrios

doi:10.1039/c7rp00135e

Cited by 30 publications

(35 citation statements)

References 29 publications

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“…Analysis of the drawings was performed using a combination of inductive coding, which identified as many graphical and textual elements in the students' drawings as possible, as can also be seen in Papageorgiou et al [28] and Zarkadis et al [39]. After saturation in the inductive analysis of the code grid-determined after about half of the data-two researchers independently coded the whole data sample.…”

Section: Discussionmentioning

confidence: 99%

Insights into Components of Prospective Science Teachers’ Mental Models and Their Preferred Visual Representations of Atoms

2019

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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.

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Section: Discussionmentioning

confidence: 99%

Insights into Components of Prospective Science Teachers’ Mental Models and Their Preferred Visual Representations of Atoms

2019

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“…It is undeniable that mental models are closely related to misconceptions, many studies linked both [52][53][54]. This is reinforced by the opinion of Griffiths and Preston [55] who claimed that students' misconceptions may result from formal instruction and the interaction between teachers and students. For instance, inappropriate teaching strategies and teachers' own misconceptions may result in students' misconceptions [56,57].…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review: How are Mental Model of Chemistry Concepts?

Wardah¹,

Wiyarsi²

2020

ujer

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This descriptive content analysis study was carried out to review students and pre-service teachers ' mental model of chemistry concepts. This study was motivated by difficulties experienced by students and teachers in the process of learning chemistry. This study put on criteria with specific keyword about a mental model in chemistry concepts and a period of 2009 till 2019 which relevant databases yielded a total of 66 articles. This study covers 41 qualitative studies, 18 quantitative studies, and this remains mix method studies. Article ' s aspects focused on such parameters as aim, method, sample, data collection tool, data analysis, chemistry concept, mental model theory, and recommendation of studies. Using content analysis, as a result was known that most studies used qualitative methods with a variety of data collection tools and data analysis techniques. Moreover, these mental models studies were mostly involved students who learned inorganic chemistry. General conclusions from this study in the importance form of the mental model exploration to master the chemistry concepts and this is intended to improve the chemistry learning process. This research also implies to do good innovative changes in various aspects to improve their scientific mental model. These changes include to innovate classroom practices, further researches, curriculum policy, and learning media developer.

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“…Der letzte Schritt -der Schritt der Abstraktion, der Verknüpfung mehrerer "Wissensinseln" durch unterliegende Funktionalität und eventueller Übertrag auf neue Gestalten (Transfer) -ist hingegen der als kognitiv am schwierigsten angesehene und findet -wenn überhaupt -erst in höherem Alter statt (z.B. DISESSA, 1988;PIAGET, 1951;ZARKADIS, PAPAGEORGIOU & STAMOVLASIS, 2017). Auch zeigt sich ein solches Verständnis meist bei Experten (siehe auch Kapitel 5).…”

Section: Ausblickunclassified

Typisierung des Verständnisses mentaler Modelle mittels empirischer Datenerhebung am Beispiel der Quantenphysik

Ubben¹

2020

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Studying the consistency between and within the student mental models for atomic structure

Cited by 30 publications

References 29 publications

Insights into Components of Prospective Science Teachers’ Mental Models and Their Preferred Visual Representations of Atoms

Insights into Components of Prospective Science Teachers’ Mental Models and Their Preferred Visual Representations of Atoms

A Systematic Review: How are Mental Model of Chemistry Concepts?

Typisierung des Verständnisses mentaler Modelle mittels empirischer Datenerhebung am Beispiel der Quantenphysik

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