391
Views
1
CrossRef citations to date
0
Altmetric
Articles

Understanding quantum numbers: students’ verbal descriptions and pictorial representations of the atomic structure

ORCID Icon, ORCID Icon & ORCID Icon
Pages 2250-2269 | Received 27 Dec 2020, Accepted 19 Jul 2021, Published online: 08 Aug 2021

References

  • Akaygun, S. (2016). Is the oxygen atom static or dynamic? The effect of generating animations on students’. Mental models of atomic structure. Chemistry Education Research and Practice, 17(4), 788–807. https://doi.org/10.1039/C6RP00067C
  • Akaygun, S., & Jones, L. L. (2014). Words or pictures: A comparison of written and pictorial explanations of physical and chemical equilibria. International Journal of Science Education, 36(5), 783–807. https://doi.org/10.1080/09500693.2013.828361
  • Allred, Z. D. R., & Bretz, S. L. (2019). University chemistry students’ interpretations of multiple representations of the helium atom. Chemistry Education Research and Practice, 20(2), 358–368. https://doi.org/10.1039/C8RP00296G
  • Ardac, D. (2002). Solving quantum number problems: An examination of novice performance in terms of conceptual base requirements. Journal of Chemical Education, 79(4), 510–513. https://doi.org/10.1021/ed079p510
  • Dangur, V., Avargil, S., Peskin, U., & Dori, Y. J. (2014). Learning quantum chemistry via a visual-conceptual approach: Students’ bidirectional textual and visual understanding. Chemistry Education Research and Practice, 15(3), 297–310. https://doi.org/10.1039/C4RP00025K
  • Didiş, N., Eryılmaz, A., & Erkoç, Ş. (2014). Investigating students’ mental models about the quantization of light, energy, and angular momentum. Physical Review Special Topics-Physics Education Research, 10(2), 020127. https://doi.org/10.1103/PhysRevSTPER.10.020127
  • Ehrlén, K. (2009). Drawings as representations of children’s conceptions. International Journal of Science Education, 31(1), 41–57. https://doi.org/10.1080/09500690701630455
  • Greek Pedagogical Institute. (2003). National program of study for primary and secondary education: Science. Author.
  • Harrison, A. G., & Treagust, D. F. (1996). Secondary students’ mental models of atoms and molecules: Implications for teaching chemistry. Science Education, 80(5), 509–534. https://doi.org/10.1002/(SICI)1098-237X(199609)80:5<509::AID-SCE2>3.0.CO;2-F
  • Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84(3), 352–381. https://doi.org/10.1002/(SICI)1098-237X(200005)84:3<352::AID-SCE3>3.0.CO;2-J
  • Kiray, S. A. (2016). The pre-service science teachers’ mental models for concept of atoms and learning difficulties. International Journal of Education in Mathematics, Science and Technology, 4(2), 147–162. https://doi.org/10.18404/ijemst.85479
  • Koulaidis, V., & Dimopoulos, K. (2005). The co-deployment of visual representations and written language as resources for meaning making in Greek primary school science textbooks. International Journal of Learning, 12(10), 243–254.
  • Koulaidis, V., & Tsatsaroni, A. (1996). A pedagogical analysis of science textbooks: How can we proceed? Research in Science Education, 26(1), 55–71. https://doi.org/10.1007/BF02356963
  • Mangiafico, S. S. (2017). rcompanion: Functions to support extension education program evaluation. R package version 2.4.0. https://cran.r-project.org/web/packages/rcompanion/index.html
  • Mayer, R. E. (2002). Cognitive theory and the design of multimedia instruction: An example of the two way street between cognition and instruction. New Directions for Teaching and Learning, 2002(89), 55–71. https://doi.org/10.1002/tl.47
  • Nakiboglu, C. (2003). Instructional misconceptions of Turkish prospective chemistry teachers about atomic orbitals and hybridization. Chemistry Education Research and Practice, 4(2), 171–188. https://doi.org/10.1039/B2RP90043B
  • Özcan, Ö. (2013). Investigation of mental models of Turkish pre-service physics students for the concept of “spin”. Eurasian Journal of Educational Research, 52, 21–36.
  • Papageorgiou, G., Markos, A., & Zarkadis, N. (2016). Students’ representations of the atomic structure – The effect of some individual differences in particular task contexts. Chemistry Education Research and Practice, 17(1), 209–219. https://doi.org/10.1039/C5RP00201J
  • Papaphotis, G., & Tsaparlis, G. (2008). Conceptual versus algorithmic learning in high school chemistry: The case of basic quantum chemical concepts. Part 2. Students’ common errors, misconceptions and difficulties in understanding. Chemistry Education Research and Practice, 9(4), 332–340. https://doi.org/10.1039/B818470B
  • Park, E. J., & Light, G. (2009). Identifying atomic structure as a threshold concept: Student mental models and troublesomeness. International Journal of Science Education, 31(2), 233–258. https://doi.org/10.1080/09500690701675880
  • Revelle, W. (2021). Psych: Procedures for psychological, psychometric, and personality research. R package version 2.1.3. http://personality-project.org/r/psych.manual.pdf
  • Stefani, C., & Tsaparlis, G. (2009). Students’ levels of explanations, models, and misconceptions in basic quantum chemistry: A phenomenographic study. Journal of Research in Science Teaching, 46(5), 520–536. https://doi.org/10.1002/tea.20279
  • Sunyono, S., Tania, L., & Saputra, A. (2016). A learning exercise using simple and real-time visualization tool to counter misconceptions about orbitals and quantum numbers. Journal of Baltic Science Education, 15(4), 452–463.
  • Taber, K. S. (2002). Conceptualizing quanta: Illuminating the ground state of student understanding of atomic orbitals. Chemistry Education Research and Practice, 3(2), 145–158. https://doi.org/10.1039/B2RP90012B
  • Taber, K. S. (2005). Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas. Science Education, 89(1), 94–116. https://doi.org/10.1002/sce.20038
  • Tang, K. S., Won, M., & Treagust, D. (2019). Analytical framework for student-generated drawings. International Journal of Science Education, 41(16), 2296–2322. https://doi.org/10.1080/09500693.2019.1672906
  • Temel, S., & Özcan, Ö. (2018). Students’ understanding of quantum numbers: A qualitative study. In SHS web of conferences (Vol. 48, p. 01002). EDP Sciences.
  • Tsaparlis, G., & Papaphotis, G. (2002). Quantum-chemical concepts: Are they suitable for secondary students? Chemistry Education Research and Practice, 3(2), 129–144. https://doi.org/10.1039/B2RP90011D
  • Tsaparlis, G., & Papaphotis, G. (2009). High school students’ conceptual difficulties and attempts at conceptual change: The case of basic quantum chemical concepts. International Journal of Science Education, 31(7), 895–930. https://doi.org/10.1080/09500690801891908
  • Zarkadis, N., Papageorgiou, G., & Stamovlasis, D. (2017). Studying the consistency between and within the student mental models for atomic structure. Chemistry Education Research and Practice, 18(4), 893–902. https://doi.org/10.1039/C7RP00135E

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.