Determining the perceptions of the science teacher candidates' on the issues of "atom and atomic structure"

In this study, it is aimed to determine the perceptions of second grade students studying in science education undergraduate program about Atom and Atomic Structure. While the students' perceptions about Atom and Atomic Structure were examined in this study which was done by phenomenon method, the questions about the nine concepts selected in the measurement tool developed by the researcher (atom, core, electron, proton, neutron, trajectory, spin, quark, orbital) were asked to the students and they were asked to make drawings about these concepts and then to explain the causes of their drawings. Atom, core, electron, proton, neutron, trajectory, spin, quark, orbital concepts were asked to the students. Data were analyzed by content analysis method. As a result of the descriptive analysis, it is seen that the students had many misconceptions and misinformation when their drawings related to all concepts were examined. The same situation is observed in the explanations given to the drawings. It is thought that the elimination of this misinformation and misconceptions are very important for science education. These misconceptions in teacher candidates have the potential to influence their training in their professional lifes. In this way, teacher candidates' knowledge of the subjects will directly affect the students they may encounter in their professional life. For the correct teaching of atomic subject which has an important place in science education and is an interdisciplinary subject, it is recommended to determine the level of conceptual understanding of the atomic subject in teacher candidates and to implement a teaching application for this purpose.