Understanding Quantum Numbers: Students' Verbal Descriptions and Pictorial Representations of the Atomic Structure

Autor/inn/en	Zarkadis, Nikolaos; Papageorgiou, George; Markos, Angelos
Titel	Understanding Quantum Numbers: Students' Verbal Descriptions and Pictorial Representations of the Atomic Structure
Quelle	In: International Journal of Science Education, 43 (2021) 13, S.2250-2269 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zarkadis, Nikolaos) ORCID (Papageorgiou, George) ORCID (Markos, Angelos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1959080
Schlagwörter	Nuclear Physics; Number Concepts; Grade 12; Secondary School Students; Concept Formation; Foreign Countries; Chemistry; Verbal Communication; Visual Aids; Reliability; Greece + Suchen Sie Ihr Suchwort? Atomphysik; Kernphysik; Number concept; Zahlbegriff; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Concept learning; Begriffsbildung; Ausland; Chemie; Anschauungsmaterial; Reliabilität; Griechenland
Abstract	The study aims to investigate students' conceptualisation of the quantum numbers concept through their verbal descriptions and pictorial representations of the corresponding atomic structures. The study was conducted with the participation of 192 12th-grade students from six secondary schools in Northern Greece, via a paper-and-pencil test, developed by two of the authors, including four open-ended tasks. Each task comprised of two parts aiming to assess both the verbal description of a quantum number and pictorial representation of the atomic structure, respectively. Student responses in both parts were evaluated according to specific criteria, on the basis of their correctness and completeness, whereas the consistency between verbal and pictorial ways of expression was statistically assessed in terms of the symmetry of the corresponding contingency tables. Results provide evidence that students' relevant conceptual problems concern the first and fourth quantum numbers rather than the second and the third ones. Furthermore, an inconsistency between verbal descriptions and pictorial representations is more present in the cases of the fourth and especially the first quantum number, whereas verbal descriptions of the second and third quantum numbers appear to have a rather consistent distribution across categories of pictorial representations. Implications for science education are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01