'Electronium': a quantum atomic teaching model

Abstract

For many students, learning quantum atomic models raises difficulties that result from the major differences between quantum-mechanical perspectives and the classical physics view. After being taught the probability atomic model, which is traditionally introduced in Germany in upper secondary school (age 18-19), the understandings of the overwhelming majority of students differ significantly from the intended learning outcomes. An alternative atomic model, the descriptive quantum atomic model `Electronium', is outlined in this paper, and the way in which it is intended to support students in learning quantum-mechanical concepts is discussed.

The Pre-service Science Teachers’ Mental Models for Concept of Atoms and Learning Difficulties

“…In this study, the electron cloud model is considered under three different categories. The first one is the probability model, which was adapted from the Budde, Niedderer, Scott, and Leach (2002)'s study. The second model is the Electronium model.…”

“…The second model is the Electronium model. This model was also adapted from the Budde et al (2002)'s study, yet the attributed meaning of the concept of "electronium" was limited to a different image of an electron cloud. The third model is the orbital model.…”

“…The categories were named in accordance with the images from the following studies: The Rutherford and Bohr atomic models from the Ozgur and Bostan (2007) and Cokelez and Yalcin (2012)'s work; the probability model and Electronium model from the Budde et al (2002)'s work; the probability orbit model and wave orbit model from the Petri and Niedderer (1998)'s work; and the orbital model from the Harrison and Treagust (1996)'s work and Muller and Wiesner (2002)'s work. Also, the Electronium orbit model was named based on the Electronium model and probability orbit model.…”

La simulation en chimie au sein du projet Microméga®

“…Selon Justi et Gilbert (2001), les enseignants utilisent fréquemment des modèles hybrides peu pertinents pour l'apprentissage. Parmi les représentations de l'atome utilisées dans l'enseignement, Budde et al (2002) en relèvent trois (modèle en couche, modèle planétaire et modèle probabiliste, fi gure 4) auxquels ils ajoutent celui de l'electronium. Ce dernier, qui constitue la contribution de ces auteurs, représente l'atome comme un liquide continu en dénonçant les deux premières représentations et en discutant la diffi culté du modèle probabiliste.…”

“…Nous avons estimé indispensable que la représentation choisie permette de confronter l'élève à la notion la plus diffi cile, qui n'est pas la structure du noyau pour laquelle les représentations des manuels sont satisfaisantes à ce niveau d'enseignement, mais celle du nuage électronique. Ainsi, au regard des diffi cultés répertoriées des élèves, nous avons retenu les idées de structuration en couche, de probabilité de présence (et non de trajectoire), et de dimension par rapport au noyau (Harrison & Treagust, 2000 ;Budde et al, 2002).…”