University Chemistry Students' Interpretations of Multiple Representations of the Helium Atom

Autor/inn/en	Allred, Zahilyn D. Roche; Bretz, Stacey Lowery
Titel	University Chemistry Students' Interpretations of Multiple Representations of the Helium Atom
Quelle	In: Chemistry Education Research and Practice, 20 (2019) 2, S.358-368 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C8RP00296G
Schlagwörter	Science Instruction; Chemistry; Undergraduate Students; College Science; Scientific Concepts; Molecular Structure; Concept Formation + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Concept learning; Begriffsbildung
Abstract	Multiple chemistry education research studies at the secondary level have characterized students' difficulties regarding a conceptual understanding of the quantum model of the atom. This research explores undergraduate students' interpretations of multiple representations of the atom. Semistructured interviews were conducted with first-year university chemistry students (n = 26) and second-semester physical chemistry students (n = 8) after they were taught and tested on the quantum model of the atom in their respective courses. During the interview, students were asked to interpret four representations of the atom (an electron cloud model, a probability representation, a boundary surface representation, and the Bohr model) and to rank each of the representations from most preferred to the least preferred. Nearly two-thirds of the students ranked the electron cloud and Bohr-model as their two most preferred representations. Students invoked ideas from classical mechanics to interpret the electron cloud model and used probabilistic language to describe the Bohr model of the atom. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01