<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2022000200181</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2022.2.79895</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Analysis of the mental model about the atom concept in Spanish 15- to 18- years old students]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis del modelo mental sobre el concepto de átomo en estudiantes españoles de 15 a 18 años]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cascarosa Salillas]]></surname>
<given-names><![CDATA[Esther]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pozuelo Muñoz]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández Álvarez]]></surname>
<given-names><![CDATA[Francisco J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Zaragoza Facultad de Educación Departamento Didácticas Específicas]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Zaragoza Facultad de Ciencias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>33</volume>
<numero>2</numero>
<fpage>181</fpage>
<lpage>193</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2022000200181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2022000200181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2022000200181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present research investigates the mental models about the atom of Spanish 15- to 18- years old students. A sample of 454 students was taken into account within a representative Spanish context. A specific questionnaire, validated before students solved it, where the students should draw, define and argue was designed. It has been found that most of the students understand the atom as a mix of several models. In general, the models they mix are those that they studied during their last educational course. Some students possess a unique mental model about the atom (Bohr´s model), and a really few students described the atom as it could be expected according to their educational level. Several reasons have been appointed among them are: i) the construction of a mental model is a hard and slow process, even more in the case of the atom, ii) this is a complex concept which requires abstraction and to use spatial knowledge in very young students, and iii) teachers offer to students few situations to check their mental models, and thus, it takes so much time to find the strengths and weaknesses of their models.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación investiga los modelos mentales sobre el átomo de estudiantes españoles de 15 a 18 años. Se tuvo en cuenta una muestra de 454 estudiantes dentro de un contexto español representativo. Se diseñó un cuestionario específico, validado antes de que los estudiantes lo resolvieran, donde los estudiantes debían dibujar, definir y argumentar. Se ha encontrado que la mayoría de los estudiantes entienden el átomo como una mezcla de varios modelos. En general, los modelos que mezclan son los que estudiaron durante su último curso educativo. Algunos alumnos poseen un modelo mental único sobre el átomo (modelo de Bohr), y muy pocos alumnos describieron el átomo como cabría esperar según su nivel educativo. Se han apuntado varias razones entre ellas: i) la construcción de un modelo mental es un proceso duro y lento, más aún en el caso del átomo, ii) este es un concepto complejo que requiere abstracción y utilizar el conocimiento espacial en muy estudiantes jóvenes, y iii) los profesores ofrecen a los estudiantes pocas situaciones para verificar sus modelos mentales y, por lo tanto, toma mucho tiempo encontrar las fortalezas y debilidades de sus modelos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Atomic model]]></kwd>
<kwd lng="en"><![CDATA[Bohr]]></kwd>
<kwd lng="en"><![CDATA[Rutherford]]></kwd>
<kwd lng="en"><![CDATA[chemical education]]></kwd>
<kwd lng="en"><![CDATA[drawings in education]]></kwd>
<kwd lng="es"><![CDATA[Modelo atómico]]></kwd>
<kwd lng="es"><![CDATA[Bohr]]></kwd>
<kwd lng="es"><![CDATA[Rutherford]]></kwd>
<kwd lng="es"><![CDATA[educación química]]></kwd>
<kwd lng="es"><![CDATA[dibujos en la educación]]></kwd>
</kwd-group>
</article-meta>
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