Atomıc Theories That Preservice Science Teachers Confuse and Underlying Reasons
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Date
2018
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info:eu-repo/semantics/openAccess
Abstract
Students come across with the notion of atom almost every year during theireducation life. Higher conceptual understandings of atomic theories among scienceteachers is of crucial importance in their understanding of physics and chemistrycourses. In this sense, the purpose of the present study is to investigate which of theatomic theories science teachers often confuse and to discuss the possible reasonsbehind the confusion of one theory with the other. This study used thephenomenology method of qualitative research. Participants of the study werecomprised of 55 first and second year university students attending the Department ofScience Teaching during the 2015-2016 academic year. In order to discover the mostconfusing atomic theories and the reasons of this confusion, students were asked towrite down the atomic theories that they often confuse with one another and thereasons why they do so. Using content analysis, two independent coders analyzed thecollected data. The result of the analyses revealed that students mostly got confusedbetween Bohr’s Atomic Theory and Modern Atomic Theory. It was also found that theunderlying reasons of this confusion were that “In both theory, the protons andneutrons are found together at the center of the atom (the nucleus) surrounded byelectrons spinning around it” and “students cannot differentiate between the conceptsof layer, orbit and shell”, and some recommendations were offered concerning theinstruction of these subjects.
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Eğitim, Eğitim Araştırmaları
Journal or Series
WoS Q Value
Scopus Q Value
Volume
19
Issue
1
