Dr. Keith S. Taber
Publication:
Taber, K. S. (2004)
Learning quanta: barriers to stimulating transitions in student understanding
of orbital ideas
Science Education
89 (1), pp.94-116.
Abstract:
This paper reports the results of applying a particular
analytical perspective to data from an interview study: a typology of learning
impediments informed by research into learning and students' ideas in science.
This typology is a heuristic tool that may help diagnose the origins of students'
learning difficulties. Here it is applied to data from students interviewed
about a problematic curriculum topic - the oribital model of atomic and molecular
structures. Several specific features of learners' developing ideas about
atomic and molecular structures were identified in published reports of the
study. In this paper, interview data is examined through the analytical lens
of the typology to explore possible explanations for students' learning difficulties
in the topic. It is suggested that the typology provides a useful perspective
for exploring some aspects of students' learning difficulties, but that the
previously published form of the typology could be modified to include important
additional types of learning impediments. The heuristic value of the typology
is demonstrated in terms of the way that the analysis can both inform teaching,
and suggest a focus for further research.