Analogical models to introduce high school students to modern physics: an inquiry-based activity on Rutherford's gold foil experiment

Abstract

This study presents the design and the implementation of an inquiry-based reconstruction of Rutherford's gold foil experiment. The activity engaged students in collaborative exploration using a "black box" as an analogical model of the atom. Grounded in constructivist theory and the Focus Action-Reflection (FAR) model to introduce analogies in the in-class context, we explore how analogical reasoning can support high school students in understanding the atomic structure. Data from student worksheets, graphical representations, and group discussions were analyzed using thematic, phenomenographic, and conceptual metaphor analysis. Results indicate that students were able to develop and refine analogical models, reason from empirical evidence, and engage in critical reflection on the epistemological limits of the analogy. While students demonstrated conceptual gains and collaborative problem-solving, the analysis also revealed persistent risks of reifying metaphors or overextending macroscopic analogies to quantum domains. These findings highlight the value - and limitations - of structured analogical modeling in contemporary physics education, and point to the need for teacher training that fosters epistemological awareness and reflective use of models in the classroom.