Dr. Keith S. Taber
Publication:
Adbo, K. & Taber, K. S. (Accepted for publication)
Learners' mental models of the particle nature of matter: a study of 16 year-old
Swedish science students.
International Journal of Science Education.
Abstract:
The results presented here derive from a longitudinal
study of Swedish upper secondary science students’ (16-19 years of age) developing
understanding of key chemical concepts. The informants were 18 students from
two different schools. The aim of the present study was to investigate the
mental models of matter at the particulate level that learners develop. Data
was collected using semi-structured interviews based around the students’
own drawings of the atom, and of solids, liquids, and gases. The interview
transcripts were analysed to identify patterns in the data that offer insight
into aspects of student understanding. The findings are discussed in the
specific curriculum context in Swedish schools. Results indicate that the
teaching model of the atom (derived from Bohr’s model) commonly presented
by teachers and textbook authors in Sweden gives the students an image of
a disproportionately large and immobile nucleus, emphasises a planetary model
of the atom and gives rise to a chain of logic leading to immobility in the
solid state and molecular breakdown during phase transitions. The findings
indicate that changes in teaching approaches are required to better support
learners in developing mental models that reflect the
intended target knowledge.