The purpose of this study is to reveal the preservice science teachers' difficulties about the concept of atoms. The data was collected from two different sources: The Draw an Atom Test (DAAT) and face-to-face interviews. Draw an atom test (DAAT) were administered to the 142 science teacher candidates. To elaborate the results, the researcher conducted face-to-face interviews with 15 students. The students’ drawings were analyzed and grouped into eight different categories. These categories were: 1- Rutherford atomic model, 2- Bohr atomic model, 3- Probability orbit model, 4- Probability model, 5- Electronium model, 6- Electronium orbit model, 7- Orbital model, and 8- Wave orbit model. Based on the results, the Bohr atomic model was the most drawn model by the students while probability atomic model, the wave orbit model, and Electronium orbit model were the least drawn. Moreover, the study demonstrated that the pre-service science teachers had difficulty in grasping atom, electron cloud, and orbital concepts as well as the atom models, the probable nature of quantum physics, and wave-particle duality.

The aim of this study was to investigate the relationship between undergraduate students’ misconceptions of atomic models and classical physics (e.g., kinematic, gravitation, and Newtonian law). The Quantum Physics Diagnostics Test was used to explore students’ misconceptions of atomic models and the Force Concept Inventory was used to explore their misconceptions of classical physics. Both instruments were administered to undergraduate students enrolled in a quantum physics course. The results of data analysis (via correlation and CRI methods) show that the correlation between the students’ misconceptions of atomic models and kinematic concepts is more significant than the correlation between their misconceptions of atomic models and the concepts of gravitation or Newtonian law. Many students believed that the model of the hydrogen atom was the same as the planet model or a simple orbital model. This fact shows that students’ misconceptions of atomic models are related to their understanding of classical physics. The implications of this study suggest that the teaching of quantum physics courses should begin with the clarification that the subject has nothing to do with classical physics due to the limitation of its definition. Another implication involve the need to avoid describing quantum physics in classical physics views. Therefore, quantum physics should be taught through quantum physics views and definitions rather than through analogies to classical physics

The purpose of this study is to determine the pattern of the description of the atom concept from 24 students in LPTK UNSYIAH and 99 teachers of high schools (SMA). The pattern of understanding the concept of atoms referred to in this research is the respondents’ understanding of atomic forms presented with images and descriptions. Data were collected through the paper-pencil test on the images of atoms and their explanation. Graphical data analysis using methods based on the respondents’ knowledge, education level, and specifically, the understanding of the pattern of the classical atomic model, the pattern of the modern atomic model, and the pattern of the quantum atomic model. The results of data analysis showed that the teachers and LPTK students (prospective teachers) have the same understanding of the pattern of atomic form, but the images shown by the students and teachers were different when viewed from the context of the existing model of the atom. For example, approximately 50% of the atomic images provided by the teachers were in accordance with the planetary model, while the images are shown by the students, about 71% according to Bohr’s atom or shell models. In addition, both teachers and students still understood the shape and atomic models of different shapes and standard atomic models that have been developed by scientists. Implications of these results are expected when the teacher teaches the concept of atoms can explain in detail the difference between the real atoms with the atomic models, it is important to avoid misconceptions about the concept of an atom

This study focused on determining the elements of mental models of atomic structure and views on visual representations of models of atomic structure in two sub-cohorts of student teachers studying at a university in Turkey. In total, 141 student teachers participated in this study. In the first cohort, the focus was on 73 freshman science student teachers' drawings of mental models of atomic structure. The analysis showed a wide variety of individual aspects in the students' minds when asked to sketch the structure of atoms. The majority of students preferred to draw two-dimensional structures, neglecting the atom's space-filling character. Concerning the details of atomic structure, the majority of students emphasized only the most essential components of atoms, namely protons, neutrons, and electrons. It was quickly recognizable that these elements were arranged according to different analogies or representations of historical models, particularly related to Bohr's atomic theory and different representations thereof. Overall, the different visual representations of atomic models the students see in school, almost exclusively serve as the basis for their ideas about atomic structure. Current atomic theory, like quantum mechanical models, are generally not used when students are asked for a "contemporary" model of atoms. Rather it seems that concreteness and functionality are the primary factors leading to the selection of an atomic model when requested. This study is supplemented by data collected from the second cohort of 68 prospective teachers consisting of a diverse group of students ranging from freshman to senior level. The students in this cohort were asked for their preferred illustrations of atoms in textbooks. Open-ended questions about atoms led to further insights. The analysis of the prospective teachers' drawings indicated that a more careful approach to teaching is necessary to clarify the relationships between different models of atomic structure and to allow students to understand what an appropriate and contemporary understanding of atomic structure should encompass.

A non-experimental descriptive and correlational design was used to examine the ‘notion of the nature of scientific model, atom achievement and correlation between the two’ held by a total sample of 76 prospective science teachers. “Students’ Understanding of Models in Science” scale was utilized to evaluate the views of the prospective science teachers on the nature of scientific models. “Atom Achievement Test” was used to determine the achievement levels of the prospective science teachers. Some meaningful outcomes were obtained related to the views of the prospective science teachers on the nature of scientific models. No any significant relationship was observed between the views of the prospective science teachers on the nature of scientific models and their achievement in the topic of Atom. The findings have been analysed by comparing them with the relevant literature and the implications to enhance prospective science teachers modeling ability have been discussed.

This study aims to investigate Turkish students' mental models of the "atom" concept. To achieve this aim, a two-item questionnaire was administered to a total of 325 students (i.e., 104 Grade 8 students, 114 Grade 11 students, and 107 science student-teachers). The present study showed that all students under investigation have similar difficulties in modeling the concept of "atom". In addition, it was found that even if senior science student-teachers' percentages were higher than those of Grade 8 and Grade 11 students they possessed similar alternative conceptions to those of their future students. Further, it was concluded that there is no clear link between students' models and their grades. In the light of the study, it can be suggested that due to the Ministry of National Education's recent revisions of the science education curricula and instructional materials, further emphasis should be given to the concept of "atom" and its modeling in related course books by differentiating atomic models from each other

The purpose of this study is to determine the pattern of depiction of atom concept from 24 students in LPTK UNSYIAH and 99 teachers of high schools (SMA). Pattern of understanding the concept of atoms referred to in this research is the respondents' understanding about atomic forms presented with images and descriptions. Data were collected through paper-pencil test on the images of atoms and its explanation. Graphical data analysis using methods based on the respondents' knowledge, education level, and specifically, the understanding of the pattern of classical atomic model, the pattern of modern atomic model, and the pattern of quantum atomic model. The results of data analysis showed that the teachers and LPTK students (prospective teachers) have the same understanding of the pattern of atomic form, but the images shown by the students and teachers were different when viewed from the context of the existing model of the atom. For example, approximately 50% of the atomic images provided by the teachers were in accordance with the planetary model, while the images shown by the students, about 71% according to the Bohr's atom or shell models. In addition, both teachers and students still understood the shape and atomic models of different shapes and standard atomic models that have been developed by scientists. Implications of these results are expected when the teacher teaches the concept of atoms can explain in detail the difference between the real atoms with the atomic models, it is important to avoid misconceptions about the concept of atom