Abstract:

In the Greek educational system, the teaching of chemistry in Junior High School does not incorporate modern quantum perspectives on the atom, such as the orbital concept, as it is considered difficult to be comprehended by the students, resulting in its exclusion from Greek textbooks and the national curriculum. However, this gap leads to persistent misconceptions about atomic structure in subsequent grades. This study addresses this issue by introducing a teaching approach and assessing its impact on comprehension and the development of misconceptions regarding the atomic structure by comparing it with the Greek curriculum approach.

The proposed teaching intervention began by captivating students with a galaxy analogy, fostering engagement. Concepts like empty space were introduced, challenging students' thinking. The discussion extended to the structure of graphite in pencils, water molecules, and historical atomic models, emphasizing the goal of understanding matter composition. Critical moments involved challenging the planetary atomic model and addressing subatomic particles and nucleus composition. The second hour delved into probabilistic electron behavior, masses of subatomic particles, and wave-particle duality, introducing Heisenberg's uncertainty principle. An analogy portrayed the arrangement of electrons in orbitals as akin to children attending a party at a specific address. Worksheets accompanied the lessons, facilitating goal-aligned activities. The intervention aimed at concept introduction without mathematical formalism.

The research involved 143 students at a Junior High School in Athens. The experimental group, consisting of 70 students, was taught using the proposed teaching approach, while the control group, comprising 73 students, followed the school textbook and curriculum. A 19-question questionnaire, including 13 true/false and 6 multiple-choice questions, was administered to all students before and after the interventions. The results indicated that, while there were no statistically significant differences between the two groups before the intervention, the experimental group exhibited significantly higher scores afterward.

These findings underscore the potential effectiveness of integrating modern scientific perspectives into Junior High School Science Education, positively influencing students’ comprehension of atomic structure.

Keywords:

Chemistry Education, Atomic Structure, Secondary Education.