Document Type : Original research
Authors
1
Department of Physics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2
Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract
Background and Objectives: A comprehensive mastery of atomic theories among educators has significant positive impacts on deepening science education. This study aims to assess the conceptual understanding of atomic theories as well as their distinctive characteristics, origins, and limitations among student-teachers in physics and chemistry education programs, who represent future educators in the educational system. Methods: This qualitative study adopts an interpretive phenomenological approach. The research population consisted of first-year student-teachers in physics and chemistry education programs at Farhangian University of Tabriz during the 2023-2024 academic year. Using purposive sampling, 25 participants were selected, with theoretical saturation determining the conclusion of sampling. Data were collected through semi-structured interviews, and the recorded interviews were analyzed using the Strauss and Carpenter method. To ensure data validity and reliability, four criteria were applied: credibility, dependability, confirmability, and transferability. Findings: Analysis of participants’ understanding of concepts, historical context, and the evolutionary progression of atomic theories—from Dalton’s theory to Schrödinger’s wave theory—revealed four main themes: misconceptions regarding atomic models, lack of historical knowledge about atomic theories, the need for curriculum content revision, and strategies for enhancing theoretical knowledge of atomic models. Additionally, 22 sub-themes were identified. Conclusion: The results indicate that most participants’ understanding of atomic structure aligns with Bohr’s atomic theory, demonstrating a reasonable grasp of the nucleus (protons and neutrons) and electron orbits based on this model. However, a significant deficiency was observed in their comprehension of Schrödinger’s atomic theory. Most participants lacked a coherent understanding of key quantum mechanical concepts, including the electron cloud model, wave-particle duality of electrons, and its distinction from Bohr’s simplified orbital model. Therefore, revising curricula and implementing scientifically grounded strategies could effectively address these misconceptions and deficiencies.
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