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Peer reviewed Peer reviewed
ERIC Number: EJ651204
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
ISSN: ISSN-0036-8326
Arguments, Contradictions, Resistances, and Conceptual Change in Students' Understanding of Atomic Structure.
Niaz, Mansoor; Aguilera, Damarys; Maza, Arelys; Liendo, Gustavo
Science Education, v86 n4 p505-25 Jul 2002
Reports on a study aimed at facilitating freshman general chemistry students' understanding of atomic structure based on the work of Thomson, Rutherford, and Bohr. Hypothesizes that classroom discussions based on arguments/counterarguments of the heuristic principles on which these scientists based their atomic models can facilitate students' conceptual understanding. Concludes that with argument and discussion, students' understanding can go beyond the simple regurgitation of experimental details. (Author/MM)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A