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The Chemical Educator

ISSN: 1430-4171 (electronic version)

Table of Contents

Abstract Volume 15 (2010) pp 370-375

Student Learning on Atomic Theory using the PES Data Method

Joseph M. Bergman, Sarah B. Boesdorfer*, Jeffrey S. Carver, Frackson Mumba, and William Hunter*

Illinois Central College, Illinois State University*, West Virginia University, Southern Illinois University Carbondale, wjhunte@ilstu.edu
Received September 29, 2009. Accepted March 17, 2010.

Published: 12 December 2010

Abstract. Atomic theory is typically taught through a lecture format that traces the historical development of the model of the atom over time. The purpose of this study was to determine the effectiveness of teaching atomic theory using a constructivist-oriented, non-traditional method (The Photoelectron Spectroscopy (PES) Data Method) in a large undergraduate non-majors general chemistry course. Through the use of pre-tests, post-tests, surveys, and interviews, it was determined that the PES Data Method is an effective alternative method for teaching atomic theory in a large lecture style class. It was also determined that students had a positive attitude toward the method, finding it challenging yet enjoyable.

Key Words: Laboratories and Demonstrations; general chemistry; quantum

(*) Corresponding author. (E-mail: wjhunte@ilstu.edu)

Article in PDF format (236 KB) HTML format

Supporting Materials:

Pre/Post Test Instrument Questions and Survey Instrument are available in a zip file (41 KB)



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