Challenges of teaching atomic models in chemistry: From Bohr's model to quantum mechanics

Document Type : Review article

Author

Department of Physics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

Abstract

Background and Objective: Atomic models are among the key concepts in chemistry and physics education, as understanding them plays a crucial role in comprehending the structure of matter and their microscopic behavior. However, teaching these models—especially the transition from classical models such as Bohr’s model to modern models based on quantum mechanics—faces numerous challenges.
Materials and Methods: This study aimed to identify and analyze the educational challenges of atomic models, based on a systematic review of scientific literature published between 2016 and 2023. The novelty of this research lies in presenting a three-fold analytical framework (content-based, cognitive, and technological) for categorizing challenges and proposing specific strategies for each category.
Findings: Findings indicate that one of the main issues is the presentation of different models separately and without attention to their historical and conceptual evolution, which leads to misconceptions and inaccurate scientific understanding among students. Furthermore, due to the abstract nature of quantum models, effective teaching requires interactive methods and technological tools—resources many teachers lack due to insufficient training or infrastructure.
Conclusion: Accordingly, curriculum reform, teacher empowerment, and purposeful use of educational technology can significantly improve the quality of learning fundamental concepts and foster scientific thinking in students. Addressing these challenges is essential not only for enhancing students’ conceptual understanding but also for fostering scientific thinking and inquiry-based learning in science education.

Keywords

References

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Research in Chemistry Education
Volume 8, Issue 3 - Serial Number 31
September 2026
Pages 27-45

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