Students' Levels of Explanations, Models, and Misconceptions in Basic Quantum Chemistry: A Phenomenographic Study

Autor/inn/en	Stefani, Christina; Tsaparlis, Georgios
Titel	Students' Levels of Explanations, Models, and Misconceptions in Basic Quantum Chemistry: A Phenomenographic Study
Quelle	In: Journal of Research in Science Teaching, 46 (2009) 5, S.520-536 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20279
Schlagwörter	Chemistry; Misconceptions; Models; Phenomenology; Learning Processes; Students; Knowledge Level + Suchen Sie Ihr Suchwort? Chemie; Missverständnis; Analogiemodell; Phenomenological psychology; Phänomenologie; Psychologie; Learning process; Lernprozess; Student; Schüler; Schülerin; Studentin; Wissensbasis
Abstract	We investigated students' knowledge constructions of basic quantum chemistry concepts, namely atomic orbitals, the Schrodinger equation, molecular orbitals, hybridization, and chemical bonding. Ausubel's theory of meaningful learning provided the theoretical framework and phenomenography the method of analysis. The semi-structured interview with 19 second-year chemistry students supplied the data. We identified four levels of explanations in the students' answers. In addition, the scientific knowledge claims reflected three main levels of models. By combining levels of explanations with levels of models, we derived four categories. Two of the categories are shades of variation in the rote-learning part of a continuum, while the other two categories are in the meaningful-learning part. All students possessed alternative conceptions some of which occurred within certain categories, while others spanned more categories. The insistence on the deterministic models of the atom, the misinterpretation of models, and the poor understanding of the current quantum concepts are main problems in the learning of the basic quantum chemistry concepts. (Contains 3 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10