Models of Bohr and Ruterford as referencial for unification of concepts in the education of sciences

Abstract

The development of concepts in a disarticulated and independent way is one of the problems faced by those involved in teaching and learning process in the sciences, along with the difficulty of relating their various branches around the same highlighted concept. This favors a diversity of views that actually have a single meaning, regardless of branch of science that is being addressed. This lack of interdisciplinarity by the time of approaching certain concepts within a school matter, especially in primary and secondary education, has led the student to memorize concepts, laws and formulas in a disarticulated way, apart from each other, often empty of meaning. This has been, for example, the case of physics teaching, that by developing a common approach to other disciplines such as chemistry, mathematics, biology, among others, addresses them so as not to establish the interrelationship of science, featuring them as belonging only to their fields. Based on this finding, we sought to demonstrate how this interrelationship between the sciences is possible, showing that the same object can serve as a model for teaching physics, chemistry and biology. The work was limited to the concepts involved in the study of thermology and present in the teaching of these three disciplines. Thus, it was established one single reference for all of them with the intention to cover the topics of temperature, absolute zero, heat, swelling, change of state, internal energy, among others. The reference proposed by the study and adopted in the models built was the atom developed by Bohr and Rutherford in the early 20th century. The proposal is that, based on this model, the topics listed are addressed, in order to reflect the interdisciplinary, allowing students to construct a single concept of the phenomena involved and that it could be useful to physics, chemistry and biology, showing that science is one and inseparable.