Facilitating Student Learning of Quantum Numbers and Electron Configuration through an Analogical Physical Model Embedded in the 5E Learning Model (online first)

Abstract

Quantum numbers and electron configuration are important topics for students to learn as they form the basis for learning many advanced chemical concepts. Learning these topics has been found difficult for students as the contents in these topics are abstract. Literature thus far has explored and diagnosed many learning deficiencies related to these two concepts. In this research, an analogical physical model was implemented using 5E learning model to allow students to explore, express, communicate and construct scientific concepts. The research was conducted through a single group pretest-posttest design. The learning unit was implemented with 81 grade 11 students majoring in science in one public school in Bhutan. The data were collected using the Quantum Conceptual Test (QCT), which consisted of two-tier multiple choice items, and open-ended questions to measure students’ conceptual understanding and the Attitude Survey Questionnaire (ASQ), which consisted of five-point Likert-type scale items and open-ended questions to investigate student’ perceptions towards learning unit. The paired-sample t-test results of QCT showed that students’ conceptual understanding of quantum numbers and electron configuration was significantly improved at the 0.05 significant level from the pretest mean score of 12.16 ± 5.29 to the posttest mean score of 23.73 ± 6.16. The qualitative data from the interviews and the reflective journals also showed the effectiveness of the learning unit. The results from ASQ showed that the students’ perceptions towards the model-based learning unit were positive, especially on the use of the analogical physical model. Students have appreciated the use of the model as a tool for imagination, visualization and conceptual understating.