Emmanuel Echeverri-Jimenez, Morgan Balabanoff

Echeverri-Jimenez, E., & Balabanoff, M. (2024). Generating construct maps from a systematic review of atomic models. Journal of Research in Science Teaching,1–40. 
https://doi.org/10.1002/tea.22016

Atomic structure is a foundational concept across science education, from elementary school through advanced chemistry courses. However, students’ reasoning about atoms often develops unevenly. Students may use correct vocabulary, diagrams, or formulas while still drawing on ideas that do not fully align with the scientific model being emphasized in instruction. This can make it challenging for teachers to interpret what students understand based only on whether an answer is correct or incorrect. 

Key Findings for the Classroom

This study draws on a large research review of science education literature, analyzing 112 studies published between 1972 and 2023. The review identified persistent patterns in students’ thinking about atomic structure across grade levels, from upper elementary classrooms to graduate-level chemistry courses.

The findings suggest that students’ ideas about atoms do not simply shift from incorrect to correct over time. Instead, students often blend ideas from multiple atomic models. For example, students may reason productively in some contexts while relying on earlier or hybrid models in others. This helps explain why students may succeed on formulaic tasks but struggle to explain electron behavior, atomic interactions, or other abstract features of atomic structure.

To help make sense of these patterns, the researchers developed a series of construct maps for atomic structure. These maps, which are available in the full article, organize common student ideas along a progression of increasing sophistication and identify threshold concepts that may support movement toward more advanced understanding. These maps can help teachers and science educators:

• recognize common patterns in students’ explanations, drawings, and assessment responses
• interpret students’ ideas as part of a broader learning progression
• identify places where students may be blending features of multiple atomic models
• use students’ current thinking as a starting point for instruction.

These tools can support formative assessment in science, helping teachers recognize where students are in their learning and adjust instruction accordingly. Instead of simply marking answers as right or wrong, teachers can use construct maps to better understand how students are thinking.

Practical Tips for Teachers

This research offers practical strategies for improving chemistry instruction:

• Recognize that students build understanding over time and may hold multiple ideas about atoms at the same time
• Use student explanations and drawings to uncover underlying thinking
• Use ordered multiple-choice questions to help identify different levels of student reasoning
• Select representations and instructional models based on the kinds of reasoning students are currently using
• Take an asset-based approach, building on what students already know rather than focusing only on their misconceptions