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

Papaphotis, Georgios; Tsaparlis, Georgios

doi:10.1039/b818470b

Cited by 44 publications

(62 citation statements)

References 28 publications

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“…We presented a protocol in this paper comprising five characteristics associated with visualization skills and metacognition; also, we portrayed high, moderate, and low levels of sophistication in participants' ability to think with mental models referring to these five characteristics. Previous studies had reported that model-based learning involves various factors including but not limited to visualization ability (Briggs and Bodner 2005;Stieff 2007;Stieff et al 2005;Wu and Shah 2004), metacognition (Gilbert 2005(Gilbert , 2008, content knowledge (Papageorgiou and Tsaparlis 2008), and understanding about the role of models and representation in scientific explanation (Bodner and Domin 2000;Treagust et al 2003Treagust et al , 2004. In this study, we addressed individual cognitive factors during mental modeling processes involving visualization and metacognition; however, this protocol is not an exhaustive list.…”

Section: Recommendations For Future Studiesmentioning

confidence: 95%

Characteristics and Levels of Sophistication: An Analysis of Chemistry Students’ Ability to Think with Mental Models

Wang

Barrow

2010

Res Sci Educ

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This study employed a case-study approach to reveal how an ability to think with mental models contributes to differences in students' understanding of molecular geometry and polarity. We were interested in characterizing features and levels of sophistication regarding first-year university chemistry learners' mental modeling behaviors while the learners were solving problems associated with spatial information. To serve this purpose, we conducted case studies on nine students who were sampled from high-scoring, moderate-scoring, and low-scoring students. Our findings point to five characteristics of mental modeling ability that distinguish students in the high-, moderate-, and low-ability groups from one another. Although the levels of mental modeling abilities have been described in categories (high, moderate, and low), they can be thought of as a continuum with the low-ability group reflecting students who have very limited ability to generate and use mental models whereas students in the high-ability group not only construct and use mental models as a thinking tool, but also analyze the problems to be solved, evaluate their mental models, and oversee entire mental modeling processes. Cross-case comparisons for students with different levels of mental modeling ability indicate that experiences of generating and manipulating a mental model based on imposed propositions are crucial for a learner's efforts to incorporate content knowledge with visual-spatial thinking skills. This paper summarizes potential factors that undermine learners' comprehension of molecular geometry and polarity and that influence mastery of this mental modeling ability.

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Section: Recommendations For Future Studiesmentioning

confidence: 95%

Characteristics and Levels of Sophistication: An Analysis of Chemistry Students’ Ability to Think with Mental Models

Wang

Barrow

2010

Res Sci Educ

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“…The studies conducted by Papaphotis and Tsaparlis (2008) and Çökelez and Yalçın (2012) showed that the students' mental model of the Bohr atomic model is a more dominant model than the other atomic models. Tsaparlis and Papaphotis (2009) stated that the students prefer the Bohr atomic model because it is concrete and straightforward.…”

Section: Discussionmentioning

confidence: 99%

“…As Papaphotis and Tsaparlis (2008) noted, the students tend to associate the concept of orbit with the concept of orbitals. The Taber (2005)'s study with Physics students revealed the students' tendency to think of quantum physics mechanically.…”

Section: Wave Orbit Modelmentioning

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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“…The following section describes students learning difficulties related to the understanding of atomic structure, quantization, and spin, as found in the reviewed articles [12,24,25,31,[45][46][47][48][49][50][51][52][53][54][55][56]].…”

Section: Atomsmentioning

confidence: 99%

Insights into teaching quantum mechanics in secondary and lower undergraduate education

Krijtenburg-Lewerissa

Pol

Brinkman

et al. 2017

Phys. Rev. Phys. Educ. Res.

172

162

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This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences between the conceptual nature of quantum mechanics and classical physics, research on misconceptions, testing, and teaching strategies for introductory quantum mechanics is needed. For this review, 74 articles were selected and analyzed for the misconceptions, research tools, teaching strategies, and multimedia applications investigated. Outcomes were categorized according to their contribution to the various subtopics of quantum mechanics. Analysis shows that students have difficulty relating quantum physics to physical reality. It also shows that the teaching of complex quantum behavior, such as time dependence, superposition, and the measurement problem, has barely been investigated for the secondary and lower undergraduate level. At the secondary school level, this article shows a need to investigate student difficulties concerning wave functions and potential wells. Investigation of research tools shows the necessity for the development of assessment tools for secondary and lower undergraduate education, which cover all major topics and are suitable for statistical analysis. Furthermore, this article shows the existence of very diverse ideas concerning teaching strategies for quantum mechanics and a lack of research into which strategies promote understanding. This article underlines the need for more empirical research into student difficulties, teaching strategies, activities, and research tools intended for a conceptual approach for quantum mechanics.

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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

Cited by 44 publications

References 28 publications

Characteristics and Levels of Sophistication: An Analysis of Chemistry Students’ Ability to Think with Mental Models

Characteristics and Levels of Sophistication: An Analysis of Chemistry Students’ Ability to Think with Mental Models

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

Insights into teaching quantum mechanics in secondary and lower undergraduate education

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