Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


osu1150442841.pdf (4.04 MB)

ETD Abstract Container

Abstract Header

Student perception and conceptual development as represented by student mental models of atomic structure

Park, Eun Jung
http://rave.ohiolink.edu/etdc/view?acc_num=osu1150442841

Abstract Details

2006, Doctor of Philosophy, Ohio State University, Educational Studies: Hums, Science, Tech and Voc.
The nature of matter based upon atomic theory is a principal concept in science; hence, how to teach and how to learn about atoms is an important subject for science education. To this end, this study explored student perceptions of atomic structure and how students learn about this concept by analyzing student mental models of atomic structure. Changes in student mental models serve as a valuable resource for comprehending student conceptual development. Data was collected from students who were taking the introductory chemistry course. Responses to course examinations, pre- and post-questionnaires, and pre- and post-interviews were used to analyze student mental models of atomic structure. First, this study reveals that conceptual development can be achieved, either by elevating mental models toward higher levels of understanding or by developing a single mental model. This study reinforces the importance of higher-order thinking skills to enable students to relate concepts in order to construct a target model of atomic structure. Second, Bohr’s orbital structure seems to have had a strong influence on student perceptions of atomic structure. With regard to this finding, this study suggests that it is instructionally important to teach the concept of “orbitals” related to “quantum theory.” Third, there were relatively few students who had developed understanding at the level of the target model, which required student understanding of the basic ideas of quantum theory. This study suggests that the understanding of atomic structure based on the idea of quantum theory is both important and difficult. Fourth, this study included different student assessments comprised of course examinations, questionnaires, and interviews. Each assessment can be used to gather information to map out student mental models. Fifth, in the comparison of the pre- and post-interview responses, this study showed that high achieving students moved toward more improved models or to advanced levels of understanding. The analysis of mental models in this study has provided information describing student understanding of the nature and structure of an atom. In addition to an assessment of student cognition, information produced from this study can serve as an important resource for curriculum development, teacher education, and instruction.
Arthur White (Advisor)
246 p.
Education, Sciences
atomic structure; mental models; conceptual development; scientific models; levels of understadning; q methodology

Recommended Citations

Citations

  • Park, E. J. (2006). Student perception and conceptual development as represented by student mental models of atomic structure [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1150442841

    APA Style (7th edition)

  • Park, Eun Jung. Student perception and conceptual development as represented by student mental models of atomic structure. 2006. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1150442841.

    MLA Style (8th edition)

  • Park, Eun Jung. "Student perception and conceptual development as represented by student mental models of atomic structure." Doctoral dissertation, Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1150442841

    Chicago Manual of Style (17th edition)

osu1150442841
2,951
© 2006, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.