A learning pathway in high‐school level quantum atomic physics

Petri, Juergen; Niedderer, Hans

doi:10.1080/0950069980200905

Cited by 160 publications

(155 citation statements)

References 2 publications

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“…As a result, the probability orbit, Electronium orbit, and wave orbit categories emerged in this study. Petri and Niedderer (1998) who support to teach the concept of atoms from a historical perspective believe that learning the Bohr atomic model is an important step to study and understand the concept of atoms. On the other hand, Fischler and …”

Section: Discussionmentioning

confidence: 99%

The Pre-service Science Teachers’ Mental Models for Concept of Atoms and Learning Difficulties

Kıray¹

2016

IJEMST

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The purpose of this study is to reveal the preservice science teachers' difficulties about the concept of atoms. The data was collected from two different sources: The Draw an Atom Test (DAAT) and face-to-face interviews. Draw an atom test (DAAT) were administered to the 142 science teacher candidates. To elaborate the results, the researcher conducted face-to-face interviews with 15 students. The students' drawings were analyzed and grouped into eight different categories. These categories were: 1-Rutherford atomic model, 2-Bohr atomic model, 3-Probability orbit model, 4-Probability model, 5-Electronium model, 6-Electronium orbit model, 7-Orbital model, and 8-Wave orbit model. Based on the results, the Bohr atomic model was the most drawn model by the students while probability atomic model, the wave orbit model, and Electronium orbit model were the least drawn. Moreover, the study demonstrated that the preservice science teachers had difficulty in grasping atom, electron cloud, and orbital concepts as well as the atom models, the probable nature of quantum physics, and wave-particle duality.

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Section: Discussionmentioning

confidence: 99%

The Pre-service Science Teachers’ Mental Models for Concept of Atoms and Learning Difficulties

Kıray¹

2016

IJEMST

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“…In Tables 1-3 we provide data for changes in student ideas concerning the uncertainty principle, the nature of orbitals and the atomic model. Employing a chi-squared statistical test, changes for the last two concepts were found to be statistically significant (Tables 1, 2 Research has shown that students at all levels prefer concrete or simple abstract models, for example: space-filling models of atoms and molecules (Harrison & Treagust, 1996); the Bohr model of the atom (Fishler & Lichtfeldt, 1992;Nicoll, 2001;Petri & Niedderer, 1998); or the octet rule (Coll & Taylor, 2002). These preliminary models are very stable.…”

Section: Changes In Students' Ideasmentioning

confidence: 99%

High‐school Students' Conceptual Difficulties and Attempts at Conceptual Change: The case of basic quantum chemical concepts

Tsaparlis

Papaphotis

2009

International Journal of Science Education

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“…Such elements transfer, for example, "macroscopic attributes to the submicroscopic objects" (Seifert & Fischler, 1999, p. 393). In this situation, Bohr's semiclassical planetary model of the atom plays a crucial role: Dominating students' mental structures appears to be "the contrasting point of reference for each new idea" (Petri & Niedderer, 1998, p. 1079, forming, in this way, a species of students' "stable knowledge" (Fischler & Peuchert, 1999, p. 397); finally, (c) traditional instruction "introduces modern physics without reference to the difficulties of CP, . .…”

Section: Context Datamentioning

confidence: 99%

“…Our approach, setting students' misconceptions as the starting point of the whole task, shares common elements with them. Thus, we selected, for reasons that will be later analyzed, (a) the hydrogen atom to function as a key topic of our teaching proposal (in a similar way to Petri & Niedderer, 1998); (b) the electrons (not the photons) to represent the microworld (in a similar way to Fischler & Lichtfeldt, 1992); and (c) the Heisenberg uncertainty relation to be the introducing principle and the axis of our teaching proposal (in a similar way to Fischler & Lichtfeldt, 1992).…”

Section: Context Datamentioning

confidence: 99%

An instructional model for a radical conceptual change towards quantum mechanics concepts

2003

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ABSTRACT:We believe that physics education has to meet today's requirement for a qualitative approach to Quantum Mechanics (QM) worldview. An effective answer to the corresponding instructional problem might allow the basic ideas of QM to be accessed at an early stage of physics education. This paper presents part of a project that aims at introducing a sufficient, simple, and relevant teaching approach towards QM into in-/preservice teacher education, i.e., at providing teachers with the indispensable scientific knowledge and epistemological base needed for a reform of science education along the aforementioned line. The investigation of teacher -learners' (t-ls') initial knowledge indicated that their main misconceptions appear to be the result of their pre-/inuniversity traditional instruction, which causes the overlapping/mix-up of the conceptual frameworks of Classical Physics (CP) and QM. Assuming that these misconceptions form by nature epistemological obstacles to the acquisition of QM knowledge, the educational strategy proposed here aims at leading t-ls to form a conceptual structure that includes CP and QM as two totally independent conceptual systems. Accepting, furthermore, that the complete distinction of these systems demands a radical reconstruction of t-ls' initial knowledge, we present here an instructional model that bases the required reconstruction on the juxtaposition of two models that constitute the signal point of twentieth century's "paradigm shift": (a) Bohr's semiclassical atom model, and (b) the model of the atom accepted by modern physics theory.

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A learning pathway in high‐school level quantum atomic physics

Cited by 160 publications

References 2 publications

The Pre-service Science Teachers’ Mental Models for Concept of Atoms and Learning Difficulties

The Pre-service Science Teachers’ Mental Models for Concept of Atoms and Learning Difficulties

High‐school Students' Conceptual Difficulties and Attempts at Conceptual Change: The case of basic quantum chemical concepts

An instructional model for a radical conceptual change towards quantum mechanics concepts

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