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Some education researchers have claimed that we should not teach the Bohrmodel of the atom because it inhibits students' ability to learn the truequantum nature of electrons in atoms. Although the evidence for this claim isweak, many have accepted it. This claim has implications for how to presentatoms in classes ranging from elementary school to graduate school. We presentresults from a study designed to test this claim by developing a curriculum onmodels of the atom, including the Bohr and Schrodinger models. We examinestudent descriptions of atoms on final exams in transformed modern physicsclasses using various versions of this curriculum. We find that if thecurriculum does not include sufficient connections between different models,many students still have a Bohr-like view of atoms, rather than a more accurateSchrodinger model. However, with an improved curriculum designed to developmodel-building skills and with better integration between different models, itis possible to get most students to describe atoms using the Schrodinger model.In comparing our results with previous research, we find that comparing andcontrasting different models is a key feature of a curriculum that helpsstudents move beyond the Bohr model and adopt Schrodinger's view of the atom.We find that understanding the reasons for the development of models is muchmore difficult for students than understanding the features of the models. Wealso present interactive computer simulations designed to help students buildmodels of the atom more effectively.

Why we should teach the Bohr model and how to teach it effectively