Studying the Consistency between and within the Student Mental Models for Atomic Structure

Autor/inn/en	Zarkadis, Nikolaos; Papageorgiou, George; Stamovlasis, Dimitrios
Titel	Studying the Consistency between and within the Student Mental Models for Atomic Structure
Quelle	In: Chemistry Education Research and Practice, 18 (2017) 4, S.893-902 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zarkadis, Nikolaos) ORCID (Papageorgiou, George) ORCID (Stamovlasis, Dimitrios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C7RP00135E
Schlagwörter	Cognitive Structures; Schemata (Cognition); Models; Nuclear Physics; Molecular Structure; Secondary School Science; Secondary School Mathematics; Grade 10; Grade 11; Foreign Countries; Multivariate Analysis; Reliability; Hypothesis Testing; Data Analysis; Science Tests; Multiple Choice Tests; Outcomes of Education; Statistical Analysis; Qualitative Research; Greece + Suchen Sie Ihr Suchwort? Cognitive structure; Kognitive Struktur; Cognition; Schema; Kognition; Analogiemodell; Atomphysik; Kernphysik; School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Multivariate Analyse; Reliabilität; Hypothesenprüfung; Hypothesentest; Auswertung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Lernleistung; Schulerfolg; Statistische Analyse; Qualitative Forschung; Griechenland
Abstract	Science education research has revealed a number of student mental models for atomic structure, among which, the one based on Bohr's model seems to be the most dominant. The aim of the current study is to investigate the coherence of these models when students apply them for the explanation of a variety of situations. For this purpose, a set of six tasks describing different everyday situations was given to 225 students of the 10th and 11th grades of secondary schools from Northern Greece. Quantitative analysis of the students' responses using Latent Class Analysis (LCA) showed that there is no consistency between models across the tasks and that the context of the task affects the distribution of students' responses across models. Qualitative analysis showed a variety of pieces of knowledge from different models that students combine when manipulating the tasks, which possibly causes a lack of consistency within each one of the models. The findings are discussed in terms of between and within model consistency, and the conclusions contribute to the debate concerning the coherent vs. fragmented knowledge hypotheses. The empirical evidence provided by the analysis clearly demonstrates that student mental models for atomic structure were not coherent when applied in different everyday situations. Implications for theory and practice are discussed. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01