Abstract. For many students, learning quantum atomic models raises difficulties that result from the major differences between quantum-mechanical perspectives and the classical physics view. After being taught the probability atomic model, which is traditionally introduced in Germany in upper secondary school (age 18-19), the understandings of the overwhelming majority of students differ significantly from the intended learning outcomes. An alternative atomic model, the descriptive quantum atomic model `Electronium', is outlined in this paper, and the way in which it is intended to support students in learning quantum-mechanical concepts is discussed.

Keywords: Advanced, Atomic/nuclear, Particle physics, Quantum physics, Teaching/Learning/Assessment

Print publication: Issue 3 (May 2002)
Received 1 March 2002