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

Science Education

Volumn 89, Issue 1, 2005, Pages 94-116

  Taber, Keith S ^a  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 12344292883     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/sce.20038     Document Type: Review

References (86)

1. Anderson, J. R. (1995). Learning and memory: An integrated approach. New York: Wiley.
2. Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Dordrecht: Kluwer.
3. Ausubel, D. P., & Robinson F. G. (1971). School learning: An introduction to educational psychology. London: Holt International.
4. Baddeley, A. (1990). Human memory: Theory and practice. Hove: Lawrence Erlbaum Associates.
5. Black, P. (1989). Introduction. In P. Adey, J. Bliss, J. Head, & M. Shayer (Eds.), Adolescent development and school science (pp. 1-4). Lewes: The Palmer Press.
6. Bruner, J. S. (1960). The process of education. New York: Vintage Books.
7. Buddle, M., Niedderer, H., Scott, P., & Leach, J. (2002a). 'Electronium': A quantum atomic teaching model. Physics Education, 37(3), 197-203.
8. Buddle, M., Niedderer, H., Scott, P., & Leach, J. (2002b). The quantum atomic model 'Electronium': A successful teaching tool. Physics Education, 37(3), 204-210.
9. Carter, R. (1998). Mapping the mind. London: Orion Books.
10. Cervellati, R., & Perugini, D. (1981). The understanding of the atomic orbital concept by Italian high school students. Journal of Chemical Education, 58(7), 568-569.
11. Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. N. Giere, (Ed.), Minnesota studies in the philosophy of science vol. XV: Cognitive models in science (pp. 129-186). Minneapolis: University of Minnesota Press.
12. Chi, M. T. H., Slotta, J. D., & de Leeuw, N. (1994). From things to processes; a theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
13. Clugston, M., & Flemming, R. (2000). Advanced chemistry. Oxford: Oxford University Press.
14. Cros, D., Amouroux, R., Chastrette, M., Fayol, M., Leber, J., & Maurin, M. (1986). Conceptions of first year university students of the constitution of matter and the notions of acids and bases. European Journal of Science Education, 8(3), 305-313.
15. Cros, D., Chastrette, M., & Fayol, M. (1988). Conceptions of second year university students of some fundamental notions in chemistry. International Journal of Science Education, 10(3), 331-336.
16. Driver, R. (1989). Students' conceptions and the learning of science. International Journal of Science Education, 11 (special issue), 481-490.
17. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Buckingham: Open University Press.
18. Dykstra, D. I., Boyle, C. F., & Monarch, I. A. (1992). Studying conceptual change in learning physics. Science Education, 76, 615-652.
19. Ellis, H. C., & Hunt, R. R. (1989). Fundamentals of human memory and cognition (4th ed.). Dubuque, IA: William C. Brown Publishers.
20. Fensham, P. J., Gunstone, R. F., & White, R. T. (Eds.) (1994). The content of science: A constructivist approach to its teaching and learning. London: Falmer Press.
21. Feynman, R. P. (1985). QED: The strange theory of light and matter. Princeton, NJ: Princeton University Press.
22. Fischler, H., & Lichtfeldt, M. (1992). Modern physics and students' conceptions. International Journal of Science Education, 14(2), 181-190.
23. Gilbert, J. K., & Zylbersztajn, A. (1985). A conceptual framework for science education: The case study of force and movement. European Journal of Science Education, 7(2), 107-120.
24. Greenfield, S. (1997). The human brain: A guided tour. London: Weidenfeld & Nicolson.
25. Griffiths, A. K., & Preston, K. R. (1992). Grade-12 students' misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611-628.
26. Grosslight, L., Unger, C., Jay, E., & Smith, C. L. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching 28(9), 799-822.
27. Guildford, J. P. (1972). The nature of problem solving and creative production. In H. J. Butcher & D. E. Lomax (Eds.), Readings in human intelligence (pp. 147-171). London: Methuen.
28. Harrison, A. G., & Treagust, D. F. (2000). Learning about atoms, molecules, and chemical bonds: A case study of multiple-model use in grade 11 chemistry. Science Education, 84, 352-381.
29. Hashweh, M. (1986). Towards an explanation of conceptual change. European Journal of Science Education, 8(3), 229-249.
30. Heron, J. D., Cantu, L., Ward, R., & Srinivasan, V. (1977). Problems associated with concept analysis. Science Education, 61(2), 185-199.
31. Hey, T., & Walters, P. (1987). The quantum universe. Cambridge, UK: Cambridge University Press.
32. Hill, G., & Holman, J. (1995). Chemistry in context (4th ed.). Walton-on-Thames: Thomas Nelson & Sons Ltd.
33. Ireson, G. (2000). The quantum understanding of pre-university physics students. Physics Education, 31(1), 15-21.
34. Johnson, P. (1998). Progression in children's understanding of a 'basic' particle theory: A longitudinal study. International Journal of Science Education, 20(4), 393-412.
35. Johnston, K., & Driver, R. (1991). A case study of teaching and learning about particle theory: A constructivist reaching scheme in action, Children's Learning in Science Project. Leeds: Centre for Studies in Science and Mathematics Education, University of Leeds.
36. Johnstone, A. H. (2000). Teaching of chemistry - logical or psychological? Chemistry Education: Research and Practice in Europe, 1(1), 9-15.
37. Jones, D. G. C. (1991). Teaching modern physics - misconceptions of the photon that can damage understanding. Physics Education, 26(2), 92-98.
38. Justi, R., & Gilbert, J. (2000). History and philosophy of science through models: Some challenges in the case of 'the atom'. International Journal of Science Education, 22(9), 993-1009.
39. Kellogg, R. T. (1997). Cognitive Psychology, London: Sage.
40. Kelly, G. (1963). A theory of personality: The psychology of personal constructs. New York: W. W. Norton & Company.
41. Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
42. Lafferty, P., & Rowe, J. (Eds.) (1994). The Hutchinson dictionary of science (rev. ed.). Oxford: Helicon Publishing.
43. Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos & A. Musgrove (Eds.), Criticism and the growth of knowledge (pp. 91-196). Cambridge, UK: Cambridge University Press.
44. Leach, J., & Scott, P. (1995). The demands of learning science concepts - Issues of theory and practice. School Science Review, 76(277), 47-51.
45. Lemke, J. L. (1982). Talking physics. Physics Education, 17, 263-267.
46. Lijnse, P. L., Licht, P. de Vos, W., & Waarlo, A. J. (1990). Relating macroscopic phenomena to microscopic particles: A central problem in secondary science education. Utrecht: Centre for Science and Mathematics Education, University of Utrecht, CD-ß Press.
47. Mashhadi, A. (1994). Advanced level physics students' understanding of quantum physics. Paper presented to the British Educational Research Association Annual Conference, Oxford.
48. Miller, G. A. (1968). The magical number seven, plus or minus two: Some limits on our capacity for processing information. In The Psychology of communication: Seven essays (pp. 21-50). Harmondsworth: Penguin.
49. Mintzes, J. J., Wanderseee, J. H., & Novak, J. D. (1988). Teaching science for understanding: A human constructivist view. San Diego, CA: Academic.
50. Niaz, M. (1998). From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks. Science Education, 82(5), 527-552.
51. Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional Science, 11, 183-200.
52. Olsen, R. V. (2002). Introducing quantum mechanics in the upper secondary school: A study in Norway. International Journal of Science Education, 24(6), 565-574.
53. Parkin, A. J. (1987). Memory and amnesia: An introduction. Oxford: Basil Blackwell.
54. Petri, J., & Niedderer, H. (1998). A learning pathway in high-school level quantum atomic physics. International Journal of Science Education, 20, 1075-1088.
55. Petruccioli, S. (1993). Atoms, metaphors and paradoxes: Neils Bohr and the construction of a new physics. Cambridge: Cambridge University Press.
56. Renström, L., Andersson, B., & Marton, F. (1990). Students' conceptions of matter. Journal of Educational Psychology, 82(3), 555-569.
57. Rose, S. (1992). The making of memory: From molecules to mind. London: Bantam Press.
58. Sánchez Gómez, P. J., & Martín, F. (2003). Quantum versus 'classical' chemistry in university chemistry education: A case study of the role of history in thinking the curriculum. Chemistry Education: Research & Practice, 4(2), 131-148.
59. Schmidt, H.-J. (1991). A label as a hidden persuader: Chemists' neutralization concept. International Journal of Science Education, 13(4), 459-471.
60. Scerri E. R. (1991). The electronic configuration model, quantum mechanics and reduction. British Journal of Philosophy of Science, 42, 309-325.
61. Scott, P. H. (1992). Pathways in learning science: A case study of the development of one student's ideas relating to the structure of matter. In R. Duit, F. Goldberg, & H. Neidderer (Eds.), Research in Physics Learning: Theoretical issues and empirical studies (pp. 203-224). Kiel: I.P.N.
62. Scott, P. (1998). Teacher talk and meaning making in science classrooms: A review of studies from a Vygotskian perspective, Studies in Science Education, 32, 45-80.
63. Shiland, T. W. (1997). Quantum Mechanics and conceptual change in high school chemistry textbooks. Journal of Research in Science Teaching, 34(5), 535-545.
64. Solomon, J. (1992). Getting to know about energy - In school and society. London: Falmer Press.
65. Solomon, J. (1994). The rise and fall of constructivism. Studies in Science Education, 23, 1-19.
66. Sousa, D. A. (2001). How the brain learns (2nd ed.). Thousand Oaks, CA: Corwin Press.
67. Taber, K. S. (1995). Development of student understanding: A case study of stability and lability in cognitive structure. Research in Science & Technological Education, 13(1), 87-97.
68. Taber, K. S. (1998a). An alternative conceptual framework from chemistry education. International Journal of Science Education, 20(5), 597-608.
69. Taber, K. S. (1998b). The sharing-out of nuclear attraction: or I can't think about physics in chemistry. International Journal of Science Education, 20(8), 1001-1014.
70. Taber, K. S. (2000a). Multiple frameworks?: Evidence of manifold conceptions in individual cognitive structure. International Journal of Science Education, 22(4), 399-417.
71. Taber, K. S. (2000b). Case studies and generalisability - grounded theory and research in science education. International Journal of Science Education, 22(5), 469-487.
72. Taber, K. S. (2001a). The mismatch between assumed prior knowledge and the learner's conceptions: A typology of learning impediments. Educational Studies, 27(2), 159-171.
73. Taber, K. S. (2001b), Shifting sands: A case study of conceptual development as competition between alternative conceptions. International Journal of Science Education, 23(7), 731-753.
74. Taber, K. S. (2001c). When the analogy breaks down: Modelling the atom on the solar system, Physics Education, 36(3), 222-226.
75. Taber, K. S. (2002a). Chemical misconceptions - prevention, diagnosis and cure, 2 volumes, London: Royal Society of Chemistry.
76. Taber, K. S. (2002b), Conceptualizing quanta - illuminating the ground state of student understanding of atomic orbitals. Chemistry Education: Research and Practice in Europe, 3(2), 145-158.
77. Taber, K. S. (2002c). Compounding quanta - probing the frontiers of student understanding of molecular orbitals. Chemistry Education: Research and Practice in Europe, 3(2), 159-173.
78. Taber, K. S. (2003a). Understanding ionisation energy: Physical, chemical and alternative conceptions. Chemistry Education: Research and Practice, 4(2), 149-169.
79. Taber, K. S. (2003b). Mediating mental models of metals: Acknowledging the priority of the learners' prior learning. Science Education, 87, 732-758.
80. Taber, K. S., & Watts, M. (2000). Learners' explanations for chemical phenomena. Chemistry Education: Research and Practice in Europe, 1(3), 329-353.
81. Thagard, P. (1992). Conceptual revolutions. Oxford: Princeton University Press.
82. Tsaparlis, G. (1997). Atomic orbitals, molecular orbitals and related concepts: Conceptual difficulties among chemistry students. Research in Science Education, 27, 271-287.
83. Tsaparlis, G., & Papaphotis, G. (2002). Quantum-chemical concepts: Are they suitable for secondary students?, Chemistry Education: Research and Practice in Europe, 3(2), 129-144.
84. Watts, M. (1988). From concept maps to curriculum signposts, Physics Education, 23, 74-79.
85. Watts, D. M., & Zylbersztajn, A. (1981). A survey of some children's ideas about force. Physics Education, 16(6), 360-365.
86. White, R. T. (1985). Interview protocols and dimensions of cognitive structure. In L. H. T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 51-59). London: Academic.