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The atomic model in science teaching: Learning difficulties or teachers' problems?
1996 (English)In: Proceedings of the 21st Annual Conference of the Western Australian Science Education Association, 1996Chapter in book (Other (popular science, discussion, etc.))
Abstract [en]

In a grade 9 physics class a teacher introduced an atomic model to the students that was oriented at modem aspects of physics and dispenses with subsidiary planetary orbits, In a test, most of the students described the atom in terms of the Bohr model, This result caused an analysis of the teaching process on the one hand and of the teacher's conceptions of teaching and learning on the other. The results of the investigation support the statement that many learning difficulties students have, when confronted with a modem atomic model, are caused by the teachers' problematic conceptions of learning and teaching and by their inadequate decision making in the course of the teaching process.

Place, publisher, year, edition, pages
1996.
Research subject
Pedagogics and Educational Sciences; Natural Science, Physics
Identifiers
URN: urn:nbn:se:lnu:diva-6989ISI: A1996BJ30P00007OAI: oai:DiVA.org:lnu-6989DiVA, id: diva2:337511
Note
21st Annual Conference of the Western-Australian-Science-Education-Association NOV 29, 1996 PERTH, AUSTRALIAAvailable from: 2010-08-06 Created: 2010-08-06 Last updated: 2011-04-28Bibliographically approved

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Fischler, H.

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • Other style
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  • de-DE
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Output format
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