Misconception in chemistry textbooks: a case study on the concept of quantum number, electronic configuration and review for teaching material

IF 1.8 3区 化学 Q1 HISTORY & PHILOSOPHY OF SCIENCE
Rr. Lis Permana Sari, Heru Pratomo, Isti Yunita, Sukisman Purtadi, Mahesh Narayan, Kristian Handoyo Sugiyarto
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Abstract

This article describes a descriptive-qualitative method for analyzing and reviewing several textbooks for high school as samples commonly used by teachers and students in their teaching–learning to reveal possible misconceptions. This study focused on the subjects of quantum numbers and electronic configuration. From the advanced literature review to analyze the samples the occurrence of various misconceptions was noted. All textbooks described correctly the four symbols of quantum numbers, but none correlates correctly the magnetic-angular quantum number to the Cartesian labeled orbitals. All textbooks consider mistakenly the meaning of aufbau as the building-up energy of orbitals by following (n + ℓ, n) rules on describing the electronic configuration for all atoms. Only one textbook states that the electronic configuration of transition metal atoms (3d series) can be described in the following order of shell (n), thus giving rise to two types of electronic configurations, [Ar] 3d 4s (Type I) beside [Ar] 4s 3d (Type II), leading further misconception. All textbooks described favorably an unpaired electron of ms =  + ½ due to the specific agreement, which is a potential misconception in applying Hund’s rule. In drawing the diagram boxes of orbitals, they are arranged in increasing or decreasing the numeric m, due to the specific agreement, and again leading to a potential misconception on describing the quantum number of electrons issued. Three textbooks introduced the terms of the last and the xth electron associated with the quantum numbers, leading to serious further misconceptions. No books stated that the ordering energy of the (n + ℓ, n) rule is true only for the first twenty atoms.

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化学教材中的误区:以量子数、电子组态概念为例及教材检讨
本文介绍了一种描述定性的方法,对教师和学生在教学中常用的几本高中教科书作为样本进行分析和复习,以揭示可能存在的误解。本研究的重点是量子数和电子组态。从先进的文献回顾分析样本,注意到各种误解的发生。所有教科书都正确地描述了量子数的四个符号,但没有一本将磁角量子数与笛卡尔标记轨道正确地联系起来。所有的教科书在描述所有原子的电子构型时都遵循(n + r, n)规则,错误地把aufbau的含义理解为轨道的能量积累。只有一本教科书指出过渡金属原子(3d系列)的电子构型可以按照壳层(n)的顺序来描述,从而产生了两种类型的电子构型,[Ar] 3d - 4s (I型)和[Ar] 4s - 3d (II型),从而导致了进一步的误解。由于特定的一致性,所有的教科书都对ms = + 1 / 2的未配对电子进行了有利的描述,这是应用洪德规则时潜在的误解。在绘制轨道框图时,由于特定的一致,它们以增加或减少数字m - r的方式排列,并且再次导致描述发出的电子量子数的潜在误解。三本教科书介绍了与量子数相关的最后一个和第x个电子的术语,导致了进一步严重的误解。没有哪本书说(n + r, n)规则的有序能量只对前20个原子成立。
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来源期刊
Foundations of Chemistry
Foundations of Chemistry HISTORY & PHILOSOPHY OF SCIENCE-
自引率
22.20%
发文量
35
期刊介绍: Foundations of Chemistry is an international journal which seeks to provide an interdisciplinary forum where chemists, biochemists, philosophers, historians, educators and sociologists with an interest in foundational issues can discuss conceptual and fundamental issues which relate to the `central science'' of chemistry. Such issues include the autonomous role of chemistry between physics and biology and the question of the reduction of chemistry to quantum mechanics. The journal will publish peer-reviewed academic articles on a wide range of subdisciplines, among others: chemical models, chemical language, metaphors, and theoretical terms; chemical evolution and artificial self-replication; industrial application, environmental concern, and the social and ethical aspects of chemistry''s professionalism; the nature of modeling and the role of instrumentation in chemistry; institutional studies and the nature of explanation in the chemical sciences; theoretical chemistry, molecular structure and chaos; the issue of realism; molecular biology, bio-inorganic chemistry; historical studies on ancient chemistry, medieval chemistry and alchemy; philosophical and historical articles; and material of a didactic nature relating to all topics in the chemical sciences. Foundations of Chemistry plans to feature special issues devoted to particular themes, and will contain book reviews and discussion notes. Audience: chemists, biochemists, philosophers, historians, chemical educators, sociologists, and other scientists with an interest in the foundational issues of science.
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