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

This paper presents the design, implementation, and evaluation of a didactic proposal on Rutherford's gold foil experiment, tailored for high schools. Grounded in constructivist pedagogy, the activity introduces key concepts of modern physics-often absent from standard curricula-through a hands on, inquiry-based approach. By employing analogical reasoning and black box modeling, students engage in experimental investigation and collaborative problem-solving to explore atomic structure. The activity was implemented as a case study with a class of first-year students (aged 14-15) from a applied science-focused secondary school in Italy. Data collection combined qualitative observations, structured discussions, and digital feedback tools to assess conceptual learning and student engagement. Findings indicate that well-designed, student-centered interventions can meaningfully support the development of abstract scientific understanding, while fostering critical thinking and collaborative skills.