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The theoretical framework student ownership of learning is developed both theoretically and with qualitative research. The metaphor Bownership^is related to the process towards meaning making and understanding and is seen as relevant especially to improve physics instruction. The dimension group ownership of learning refers to the groups_ actions of choice and control of the management of the task; how the task is determined, performed and finally reported. The other dimension, the individual student ownership of learning, refers to an individual student_s own question/idea that comes from own experiences, interests or anomalies of understanding; an idea/question that comes back several times and leads to new insights. From literature and from our own data, we have developed categories for group and individual student ownership of learning, which were iteratively sharpened in order to identify ownership in the two dimensions. As a consequence, we argue for use of the framework student ownership of learning as a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching.

For many students, learning quantum atomic models raises difficulties that result from the major differences between quantum-mechanical perspectives and the classical physics view. After being taught the probability atomic model, which is traditionally introduced in Germany in upper secondary school (age 18-19), the understandings of the overwhelming majority of students differ significantly from the intended learning outcomes. An alternative atomic model, the descriptive quantum atomic model `Electronium', is outlined in this paper, and the way in which it is intended to support students in learning quantum-mechanical concepts is discussed.

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