Quantum-chemical concepts: are they suitable for secondary students? (Journal article)

Papaphotis, G./ Tsaparlis, G.

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dc.contributor.authorPapaphotis, G.en
dc.contributor.authorTsaparlis, G.en
dc.date.accessioned2015-11-24T16:45:58Z-
dc.date.available2015-11-24T16:45:58Z-
dc.identifier.urihttps://olympias.lib.uoi.gr/jspui/handle/123456789/9011-
dc.rightsDefault Licence-
dc.subjectquantum chemical conceptsen
dc.subjectorbitalsen
dc.subjectmisconceptionsen
dc.subjectconceptual difficultiesen
dc.subjectupper secondary chemistryen
dc.titleQuantum-chemical concepts: are they suitable for secondary students?en
heal.typejournalArticle-
heal.type.enJournal articleen
heal.type.elΆρθρο Περιοδικούel
heal.identifier.primary10.1039/B2RP90011D-
heal.identifier.secondaryhttp://pubs.rsc.org/en/content/articlelanding/2002/rp/b2rp90011d#!divAbstract-
heal.languageen-
heal.accesscampus-
heal.recordProviderΠανεπιστήμιο Ιωαννίνων. Σχολή Θετικών Επιστημών. Τμήμα Χημείαςel
heal.publicationDate2002-
heal.abstractQuantum-chemical theories of atomic and molecular structure are now part of the upper secondary curriculum in many countries, despite the fact that many educators are against their use in basic chemistry courses. In this paper, we first summarise the main findings of previous work on chemistry students"™ knowledge and understanding of atomic orbitals, molecular orbitals and related concepts. We then report results of a study with twelfth-grade Greek students. A test was used that required critical thinking, and aimed to find whether students had acquired a deep understanding of the relevant concepts. The findings indicate that such understanding was missing from most students. Students did not have a clear understanding of orbitals, and especially their probabilistic rather than deterministic nature; for many, the orbitals represent a definite, well-bounded space; they did not realise the approximate nature of atomic orbitals for many-electron atoms; the inadequacy of the carbon-atom, ground-state, electron configuration to account for its valency of four was not evident. Implications for instruction and the curricula are discussed.en
heal.publisherRoyal Society of Chemistryen
heal.journalNameChemistry Education Research and Practiceen
heal.journalTypepeer reviewed-
heal.fullTextAvailabilityTRUE-
Appears in Collections:Άρθρα σε επιστημονικά περιοδικά ( Ανοικτά)

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