Analogies in the teaching of Thomson and Bohr’s atomic models: A critic analysis about students’ reasoning

dc.creator	Vinícius Catão de Assis Souza
dc.creator	Rosária da Silva Justi
dc.creator	Poliana Flávia Maia Ferreira
dc.date	2006-03-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:31Z
dc.date.available	2015-08-12T11:19:31Z
dc.identifier	1518-8795
dc.identifier	https://doaj.org/article/97aa61d59bfe44288641af7f58ff180b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27660
dc.description	Assuming (i) the importance of using analogies in science teaching, (ii) the learning difficulties related to the atomic models both discussed in the literature and observed in our previous research, and (iii) the gap found in the literature concerning studies that probe how students really understand analogies presented to them in science teaching, we investigate, in this study, how students from the Medium Level understand the atomic models from analogies used to present and explain them. In order to limit the study, we chose only the atomic models proposed by J.J.Thomson and Niels Bohr. This was because the analogies of “the plum pudding” and “the solar system” are very often used in their teaching. This study aims at discussing the contributions and limitations of using such analogies in the teaching of the correspondent atomic models. Data were gathered from a written questionnaire answered by 99 1st year students (from one public and one private school). Data analysis made it evident that most students do not understand the analogies, as well as the atomic models to which they are associated. Moreover, there is no meaning for them in using two different analogies for the atom. From data analysis we discuss some teaching implications. We also propose new research questions that may contribute to foster the discussion and the improvement in the teaching of the atomic models.
dc.language	Portuguese
dc.language	Spanish
dc.publisher	Universidade Federal do Rio Grande do Sul
dc.relation	http://www.if.ufrgs.br/ienci/artigos/Artigo_ID142/v11_n1_a2006.pdf
dc.relation	https://doaj.org/toc/1518-8795
dc.rights	CC BY-NC-ND
dc.source	Investigações em Ensino de Ciências, Vol 11, Iss 1, Pp 7-28 (2006)
dc.subject	analogies
dc.subject	teaching of atomic models
dc.subject	students’ ideas
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Science (General)
dc.subject	DOAJ:Science General
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Science (General)
dc.subject	Q1-390
dc.subject	Science
dc.subject	Q
dc.title	Analogies in the teaching of Thomson and Bohr’s atomic models: A critic analysis about students’ reasoning
dc.type	article