Is an Atom of Copper Malleable? Ruth Ben-Zvi, Bat-Sheva Eylon, and Judith SilbeMein The Science Teaching Department, Weizmann Institute of Science, Rehovot. 76100, ISRAEL
Table 1. Distribution of the "Properties" Attrlbuted to the Atom ( N = 288)-Stage 1
The atomic model plays a central role in the study of chemistry and is usually introduced very early in the curriculum. It is therefore important to studv the mental pictures of the atomic model forked by students a t an earlystage of metheir studies. since misunderstandina- this model may. . vent meaningful learning a t later stages. In the present study an attempt was made to find out students' views about atoms afrer they have been expwed to chernistr? studies for about halr a year.'l'he conclusions uf this study can be useful for teachers'as an aid for considering what their own students may really he thinking about the atomic model and its applications. Indeed, these conclusions (see also ref I ) formed a basis for the development of a new introductory course in chemistry, and a preliminary evaluation of the implementation of this course will be reported.
2!
The Study The study consisted of three distinct stages.
a Under this categoly are classitied anrwen puch as "1is impossible to isalate om atom" or "the propenies mentioned we manifested by clusters ol atoms."
1) A diagnostic investigation of students' views about structure in
categories were defined (see Tahle 1). I t is our hypothesis, consistent with the results to he discussed, that student responses proceed from conceptual models that can he categorized as follows:
chemistry. In the present article students'views about the atom will he discussed. Some of the results of this stage will be reported ( I ) . 2) Development and implementation of a program designed to prevent same of the misconceptions identified in the first stage. 3) An evaluation of the new program. Diagnostic Investigation of Students' Views about Structure A questionnaire was administered to eleven 10th-grade classes in different high schools in Israel (about 300 students, average age 15 years). All students had studied chemistry for a t least half a year. The question relevant to the atomic model was the following: A metallic n ire has the toliuuing pr
