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

Abstract

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.