Conceptions of high school students on atomic models, radiation and radioactivity

This research aimed to investigate the misconceptions on nuclear physics topics. Misconceptions are defined as ideas whose meaning departs from what is commonly accepted by scientific consensus. A total of 34 high school students of the Federal Institute of Education, Science and Technology of São P...

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Bibliographic Details
Published in:Physics education 2020-05, Vol.55 (3), p.35030
Main Authors: Cardoso, P S S, Nunes, M C S, Silva, G P S, Braghittoni, L S, Trindade, N M
Format: Article
Language:English
Subjects:
Adolescents
Core curriculum
Course Content
Curricula
Foreign Countries
high school
High School Students
Information Sources
Knowledge acquisition
Knowledge Level
Mass Media Effects
Misconceptions
Nuclear fission
Nuclear Physics
Radiation
Radioactivity
Scientific Concepts
Secondary School Curriculum
Secondary school students
Secondary schools
Students
Teachers
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Summary:This research aimed to investigate the misconceptions on nuclear physics topics. Misconceptions are defined as ideas whose meaning departs from what is commonly accepted by scientific consensus. A total of 34 high school students of the Federal Institute of Education, Science and Technology of São Paulo (IFSP), Brazil, answered a questionnaire on atomic model, radiation and radioactivity themes. The results showed that more than half of the students used similar representations to the Rutherford model when they had to draw an atom. In addition, at least 60% of the students had heard about radiation but could not explain the scientific meaning of the term. Also, it was noted in the research the influence of knowledge acquired by students outside the classroom by mentions made on nuclear fission, a topic not covered in the curriculum, and the frequent use of the Rutherford atomic model, ideas often conveyed by the media. Thus, there is a need for further discussion by teachers and teachers in training on the inclusion of nuclear physics topics in the high school curriculum.
ISSN:0031-9120
1361-6552
DOI:10.1088/1361-6552/ab7fc6