Incorporating Quantum Number Characteristics in the Pictorial Representations of the Atomic Structure: Consistency Issues and Students’ Relevant Profiles

The main purpose of this study was to investigate the consistency of pictorial representations of the atomic structure drawn by students on the basis of particular quantum numbers’ characteristics. Participants were 192 students of the 12th grade of secondary Greek schools. This study’s instrument, a paper-and-pencil assessment tool, included four open-ended tasks. In each one of the four tasks, students were asked to draw representations of the atomic structure under two specific conditions concerning particular quantum numbers’ values. Results indicated the existence of a consistency between pictorial representations, providing indications that this kind of representation could be used as a consistent tool in order to study students’ understanding of the contribution of quantum number characteristics in the configuration of the atomic structure. Furthermore Latent Class Analysis revealed distinct student profiles indicating how this consistency is distributed across the sample and emerging student classes that have problems in conceptualizing the characteristics of the first and fourth quantum numbers. Implications for science education are discussed.