Analyses on the Degree of Learning Achievement by Students and on Differences of Explaining in High School Chemistry-II Textbooks for the Atomic Models and Electron Configurations II

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(1)Journal of the Korean Chemical Society 2003, Vol. 47, No. 3 Printed in the Republic of Korea.

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(3) "# . (2003. 2. 11 ) Analyses on the Degree of Learning Achievement by Students and on Differences of Explaining in High School Chemistry-II Textbooks for the Atomic Models and Electron Configurations Chang Kon Kim Department of Chemistry, Inha University, Inchon 402-751, Korea (Received February 11, 2003). .

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(8) %& 8 D . U\, '$ 6) +, d 7: d [!" LMg?. : #$%&, '$(), II , 89=; ABSTRACT. A questionnaire on “atomic models and electron configuration” was performed on 34 of 11th grade and 38 of 12th grade students who took the Chemistry-II course in order to examine the degree of learning achievement. Also eight Chemistry-II textbooks published in the 6th curriculum were analyzed for the similarities and differences in dealing with this topic and possible improvements were discussed in conjunction with the questionnaire. The results of this questionnaire showed that the degree of learning achievement on the topics between two different classes were not much different in general, although a little difference was found. This indicates that the topics have been taught in early 11th grade but subsequent supplemental teaching has not been performed. To study on the topics of “atomic models and electron configuration” effectively and systematically, knowledge on the basic spectroscopy and quantum mechanics should be preceeded. However this could be practically difficult under the current high school curriculum. Therefore It would be. 273.

(9) . 274. necessary to describe the basic concepts for the quantum mechanics and spectroscopy schematically in the “Reference Materials” section of the textbook, even if it is not very long. On the other hand, the Chemistry-II textbooks analyzed in this work reveal, in general, to have the similar organization and explanation modes. However it has been analyzed that a connection between the Bohr and electron-cloud atomic models might be insufficient or position of electrons might be possible to be misunderstood by students in some textbooks. Keywords: Atomic Models, Electron Configuration, Chemistry-II Textbook, Questionnaire. . 11,12. D C - \ V +, oO - Ve V ;1 q [l m d ?. , D V +, &. [ D 4? XV nV - V 9A oN¡ ¢£ 67 ¤¥ ? m d [?. ¦l _ §¨ 0©G A 7B CD 0 ª=g d UL50 ?. P_\

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(34) = '$() D 2 1 5 D Úgz" D - %w 2 5 a îÍ>?. II . A 6B CD 7 E. Table 1. Contents of the questionnaire. Category. No. Content. [Section-1] Concepts of atomic models. 1-1 1-2 1-3 1-4. Concept of the wave-particle duality Concept of quantization of energy Concept of uncertainty principle Differences between Rutherford and Bohr atomic models. [Section-2] Concepts of electronic states of atoms. 2-1 2-2 2-3 2-4. Concept of electron cloud model Differences between a ground state and an excited state Concept of an electron spin Concepts of quantum numbers. [Section-3] Concepts of atomic orbitals and electron configurations. 3-1 3-2 3-3 3-4. Concepts of Pauli's exclusion principle and Hund’s rule Concepts of atomic orbitals and shapes Ordering of energy levels of atomic orbitals Concept of hybrid orbitals. 2003, Vol. 47, No. 3.

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(49) = *N ?N ± [µ, *# '$() UL - #$'$ #$ ä +, ULV!" < d!\ P ±. D0 P?: : Z ?bc: d. Table 2. Level of understanding on the questionnaire of the 11th and 12th grade students.(a) Level of understanding Category. (a). No undestanding(%). Partly understanding(%). Well understanding(%). 11th. 12th. 11th. 12th. 11th. [Section-1]. 1-1 1-2 1-3 1-4. 28(82.4) 24(70.6) 32(94.1) 12(35.3). 31(81.6) 25(65.8) 38(100.0) 5(13.2). 6(17.6) 9(26.5) 2(5.9) 18(52.9). 6(15.8) 11(29.0) 0(0.0) 30(78.9). 0(0.0) 1(2.9) 0(0.0) 4(11.8). 12th 1(2.6) 2(5.2) 0(0.0) 3(7.9). [Section-2]. 2-1 2-2 2-3 2-4. 3(8.8) 6(17.7) 12(35.3) 18(52.9). 1(2.6) 0(0.0) 26(68.4) 25(65.8). 24(70.6) 20(58.8) 18(52.9) 12(35.3). 30(79.0) 29(76.3) 11(29.0) 9(23.7). 7(20.6) 8(23.5) 4(11.8) 4(11.8). 7(18.4) 9(23.7) 1(2.6) 4(10.5). [Section-3]. 3-1 3-2 3-3 3-4. 24(70.6) 10(29.4) 13(38.2) 28(82.4). 1(2.6) 6(15.8) 1(2.6) 36(94.7). 8(23.5) 19(55.9) 12(35.3) 5(14.7). 33(86.9) 30(78.9) 22(57.9) 2(5.3). 2(5.9) 5(14.7) 9(26.5) 1(2.9). 4(10.5) 2(5.3) 15(39.5) 0(0.0). 34 and 38 students for the 11th and 12th grade, respectively, were participated in this questionnaire. Journal of the Korean Chemical Society.

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(60) RutherfordO Bohr # 13. 14. 2003, Vol. 47, No. 3. 277. Fig. 1. Some samples of answers on question [1-4] of the questionnaire among students who partly or well understood. (a) This student confused the Thomson and Rutherford atomic models. (b) An example showing misunderstanding the Rutherford and Bohr atomic models.. $%& BQ 7 2 d? è Fig. 1 \]* [ Ë Rutherford # $%& Thomson #$%& +á d [! " \]^!e(Fig. 1a), Bohr #$%& Rutherford #$%& BQ é

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(122) ,. 1997. 2. Wandersee, J. H.; Mintzes, J. J.; Novak, J. D. In Handbook of Research on Science Teaching and Learning;. Gable, D. L., Ed.; MacMillan Publishing Co.: New York, 1994, pp. 177-210. 3. Pfund, H.; Duit, R. Bibliography: Students’ Alternative Frameworks and Science Education. Kiel: Institute of Scienece Education, University of Kiel, 1993. 4. Driver, R.; Guesene, E.; Tiberghien, A. In Childern’s Ideas in Science; Driver, R.; Guesene, E.; Tiberghien, A. Eds.; Milton Keynes: Open University Press: 1985, p. 193. 5. Gilbert, J. K.; Osborne, R. J.; Fensham, P. J. Science Education 1982, 66, 623. 6. Gilbert, J. K.; Swift, D. J. Science Education 1985, 69, 681. 7. Hashweh, M. Z. European Journal of Science Education 1986, 8, 229. 8. ; ; ; ; , 1999, 43, 340. 1998, 25, 207. 9. ; ; 10. Bunce, D. M.; Gabel, D. L.; Samuel, J. V. Journal of Research in Science Teaching, 1991, 28, 505. ; 1992, 12, 11. ; 109. 12. 1991, 11, 117. 13. , , PR95-17, , 1995. 14. ; ; 1999, 43, 552. 15. , ( ), URL:http://board.cein.or.kr/board/mboard.cgi?db= edu7th.board81&path=cein_or_kr28&cmd=download. 1.14&Index=&filename= ( ).hwp 16. Fountain, K. R. Journal of Chemical Education 1997, 74, 354. 17. ; ; ; 1992, 46, 279. * II .. . . ! . "# . $%& '( )* +, - . /+ /+01

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Analyses on the Degree of Learning Achievement by Students and on Differences of Explaining in High School Chemistry-II Textbooks for the Atomic Models and Electron Configurations II  

Analyses on the Degree of Learning Achievement by Students and on Differences of Explaining in High School Chemistry-II Textbooks for the Atomic Models and Electron Configurations II