Niels Bohr, spectroscopy, and some atomic models at the beginning of the 20th century: a historical episode to teacher training

• Main Authors: Stephanie Siqueira Vasconcelos, Thaís Cyrino de Mello Forato
• Format: Article
• Language: Spanish
• Published: Universidade Federal de Santa Catarina (UFSC) 2018-12-01
• Series: Caderno Brasileiro de Ensino de Física
• Subjects: história da ciência; formação inicial de professores; niels bohr; espectroscopia; modelos atômicos
• Online Access: https://periodicos.ufsc.br/index.php/fisica/article/view/58330
• ISSN: 1677-2334; 2175-7941

The Danish physicist Niels Bohr (1885-1962) is known by physicists and chemists because of his atomic model, which was relevant to develop quantum theory and theoretical chemistry. His contributions are usually presented in a simplistic way in most of the science didactic materials, especially those aimed at basic school. Most of the time, the view of a history that is linear, elitist, neutral, naive, and producer of irrefutable evidence is reinforced through a single universal method. Such conceptions end up fostering a stereotyped and naive view of science, in contradiction with specialized literature recommendations and official documents that suggest a critical training about scientific knowledge and its development. With this in mind, in this article, we present an alternative approach to narratives present in didactic materials, especially in the context of initial teacher training. We emphasize little known atomic models, personal aspects of scientists, and some elements of spectroscopy development when elaborating some atomic models at the beginning of the 20th century, emphasizing Niels Bohr's contributions. We present the theoretical and methodological assumptions used to delimit a historical approach and to prepare a historiographic narrative. This result aims at offering elements to support teacher educators regarding the use of a historical approach to science, in order to promote, in their future professional practice, the teaching and learning of scientific concepts and reflections on scientific practice.