The understanding of the atomic orbital concept by Italian high school students

Cervellati, Rinaldo; Perugini, D.

doi:10.1021/ed058p568

Cited by 34 publications

(24 citation statements)

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“…In particular, research suggests that students are quite resistant to learning about quantum-mechanical models of the atom, with electrons "located" in orbitals defined in terms of probability and not being subject to well-defined boundaries. Similar findings have been reported at college level (Cros et al, 1986;Fischler & Lichtfeldt, 1992;Ireson, 2000;Mashhadi, 1994;Olsen, 2002;Petri & Niedderer, 1998;Taber, 2002bTaber, , 2002cTsaparlis and Papaphotis, 2002) and in university courses (Cervellati and Perugini, 1981;Cros, Chastrette, & Fayol, 1988).…”

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confidence: 86%

Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas

2004

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This paper reports the results of applying a particular analytical perspective to data from an interview study: a typology of learning impediments informed by research into learning and students' ideas in science. This typology is a heuristic tool that may help diagnose the origins of students' learning difficulties. Here it is applied to data from students interviewed about a problematic curriculum topic-the "oribital" model of atomic and molecular structures. Several specific features of learners' developing ideas about atomic and molecular structures were identified in published reports of the study. In this paper, interview data is examined "through" the analytical lens of the typology to explore possible explanations for students' learning difficulties in the topic. It is suggested that the typology provides a useful perspective for exploring some aspects of students' learning difficulties, but that the previously published form of the typology could be modified to include important additional types of learning impediments. The heuristic value of the typology is demonstrated in terms of the way that the analysis can both inform teaching, and suggest a focus for further research.

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supporting

confidence: 86%

Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas

2004

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“…Some of the students considered the electron cloud as the area between orbits (Cokelez & Yalcin, 2012). Cervellati and Perugini (1981) conducted a study with the secondary school students, and they found that the students expressed the concept of orbital as the empty part around the nucleus, the energy level, orbit, and mathematical wave function. Tsaparlis and Papaphotis (2009) indicated that when the students learn the concept of orbital, they make the mistake of generalizing multi-electron orbitals in other atoms to a singleelectron hydrogen atom.…”

Section: Theoretical Frameworkmentioning

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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“…Cervellati and Perugini (1981) found some first year Italian university students identified orbitals with energy levels, and others thought they were electron trajectories. Another area of difficulty is experienced when more sophisticated models of the atom are introduced.…”

Section: Learning About Atomic Structurementioning

confidence: 99%

Building the Structural Concepts of Chemistry: Some Considerations From Educational Research

Taber

2001

Chem. Educ. Res. Pract.

212

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This paper sets out to consider how educational research into the learning of structural aspects of chemistry might inform teaching practice. The paper is based around a review of research findings into learners' difficulties in developing the scientific models of chemical structures (atoms, molecules, lattices etc.) This forms the second of the four sections into which the paper is organised. The paper begins by considering how ideas about the learning process can inform our understanding of alternative conceptions and frameworks in chemistry, and -therefore -how we should view the research reviewed in the second section. This is a consideration of the findings of studies into difficulties learning about the molecular model; atomic structure; molecular structure; and lattices. This review is followed by a section identifying some key 'pedagogic impediments' -alternative aspects of learners' thinking that seem to derive from the way the subject is taught. In the final section some practical suggestions are made regarding how the teaching of chemistry may be revised to help learners construct the scientific models rather than develop the alternative conceptions. [Chem. Educ. Res. Pract. Eur.: 2001, 2, 123-158] KEY WORDS: alternative conceptions/frameworks; concept learning; pedagogic impediments to learning; research-based practice; constructivism in science education

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The understanding of the atomic orbital concept by Italian high school students

Cited by 34 publications

References 0 publications

Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas

Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas

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

Building the Structural Concepts of Chemistry: Some Considerations From Educational Research

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