High school students' use of epistemic knowledge in understanding atomic models

Beatriz Crujeiras-Pérez

doi:10.1039/d5rp00430f

January 1, 2026Chemistry Education Research and PracticeOpen Access

High school students' use of epistemic knowledge in understanding atomic models

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Key Points

This research aims to analyze how high school students utilize epistemic knowledge to comprehend atomic models in chemistry lessons.
Qualitative analysis of classroom interactions
Interviews with high school students
Assessment of students' understanding of atomic models
Students who received instruction focused on epistemic knowledge showed improved understanding of atomic models.
Explicit teaching of epistemic aspects led to more effective evaluation of scientific concepts.

Implication

Explores how epistemic knowledge influences understanding atomic models in high school chemistry, suggesting that targeted instruction can enhance learning outcomes.

Abstract

Understanding Chemistry requires not only learning scientific concepts but also developing epistemic knowledge about how chemical knowledge is constructed, evaluated, and validated. Explicitly addressing epistemic aspects in chemistry lessons is...

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Cite This Study

Beatriz Crujeiras-Pérez (2026) studied this question.

synapsesocial.com/papers/69ba43694e9516ffd37a4964 https://doi.org/10.1039/d5rp00430f

View Full Paper

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High school students' use of epistemic knowledge in understanding atomic models

Key Points

Implication

Abstract

Discussion

Cite This Study

High school students' use of epistemic knowledge in understanding atomic models

Key Points

Implication

Abstract

Discussion

Cite This Study

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