The Atom as a Tiny Solar System: Turkish High School Students’ Understanding of the Atom in Relation to a Common Teaching Analogy

摘要: Introducing the atom concept in secondary education is problematic from a number of perspectives. For one thing, itself rather complex (having shifted significantly since its initial historical introduction) and modelled variety not entirely consistent forms. It also an entity that available to direct perceptions so outside experience learners. The nature as key learning about chemistry school science has been questioned. School teachers are charged with ‘making unfamiliar familiar’ for learners, when cannot be demonstrated directly class, teacher introduces it by comparison what already within students’ experience. One way doing this teaching analogy, case atom, common analogy ‘the like tiny solar system’. Whilst merit, relies on students having sound knowledge structure system being able distinguish positive negative aspects analogy: both assumptions may unfounded many students. A diagnostic instrument designed test out student understanding (planetary model the) atomic was published part project sponsored UK’s Royal Society Chemistry. In present study translated version administered 458 15–18-year-olds Turkish schools. found there were strong parallels patterns responses two systems, but only minority could give adequate characterisation type forces operating either system, acknowledged force between bodies acts equal magnitude (Newton’s third law – implied Coulomb’s universal gravity). Examples comments, illustrating their thinking, considered, implications (and particular use analogy) discussed.