Science education research has revealed a number of student mental models for atomic structure, among which, the one based on Bohr's model seems to be the most dominant. The aim of the current study is to investigate the coherence of these models when students apply them for the explanation of a variety of situations. For this purpose, a set of six tasks describing different everyday situations was given to 225 students of the 10th and 11th grades of secondary schools from Northern Greece. Quantitative analysis of the students’ responses using Latent Class Analysis (LCA) showed that there is no consistency between models across the tasks and that the context of the task affects the distribution of students’ responses across models. Qualitative analysis showed a variety of pieces of knowledge from different models that students combine when manipulating the tasks, which possibly causes a lack of consistency within each one of the models. The findings are discussed in terms of between and within model consistency, and the conclusions contribute to the debate concerning the coherent vs. fragmented knowledge hypotheses. The empirical evidence provided by the analysis clearly demonstrates that student mental models for atomic structure were not coherent when applied in different everyday situations. Implications for theory and practice are discussed.

中文翻译：

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研究原子结构的学生心理模型之间和内部的一致性

科学教育研究发现了许多关于原子结构的学生心理模型，其中以波尔模型为基础的模型似乎是最主要的。当前研究的目的是研究学生将这些模型用于解释各种情况时的一致性。为此，向来自希腊北部的中学10年级和11年级的225名学生提供了一套六项任务，描述了不同的日常情况。使用潜在类分析（LCA）对学生的回答进行定量分析表明，跨任务的模型之间没有一致性，并且任务的上下文会影响跨模型的学生的响应分布。定性分析显示，学生在处理任务时会结合来自不同模型的各种知识，这可能会导致每个模型之间缺乏一致性。将在模型一致性之间和内部对结果进行讨论，并且结论有助于就一致性问题进行辩论。与零散的知识假设。分析提供的经验证据清楚地表明，在每天不同的情况下使用原子结构的学生心理模型是不连贯的。讨论了对理论和实践的影响。