Chemistry and Physics Faculty Articles
Title
Development of the Quantization and Probability Representations Inventory as a Measure of Students’ Understandings of Particulate and Symbolic Representations of Electron Structure
Document Type
Article
Publication Date
6-28-2019
Publication Title
Journal of Chemical Education
Keywords
High School, Introductory Chemistry, First-Year Undergraduate, General Upper-Division, Undergraduate Chemical Education, Research Physical Chemistry Misconceptions, Discrepant Events Testing, Assessment Atomic Properties, Structure Quantum Chemistry
ISSN
0021-9584
Volume
96
Issue/No.
8
First Page
1558
Last Page
1570
Abstract
This article describes the development of the Quantization and Probability Representations Inventory (QuPRI) as a measure of student understanding of the electron structure of the atom. The QuPRI was created using a mixed-method sequential design such that the items and distractors were generated on the basis of the analysis of semi-structured interviews in which students were asked to interpret multiple representations of the electron structure of hydrogen, helium, and carbon atoms. The QuPRI was administered to first-semester general chemistry students (N = 655) and physical chemistry/biophysical chemistry students (N = 38). Descriptive statistics and item function are presented for each sample, including evidence for the reliability and validity of the data generated by the QuPRI. Students’ confidence in their responses and reasoning about the electron structure of atoms is discussed.
NSUWorks Citation
Roche, Z., & Bretz, S. L. (2019). Development of the Quantization and Probability Representations Inventory as a Measure of Students’ Understandings of Particulate and Symbolic Representations of Electron Structure. Journal of Chemical Education, 96, (8), 1558 - 1570. https://doi.org/10.1021/acs.jchemed.9b00098. Retrieved from https://nsuworks.nova.edu/cnso_chemphys_facarticles/311
ORCID ID
https://orcid.org/0000-0003-2971-4878
DOI
10.1021/acs.jchemed.9b00098
Comments
Copyright © 2019 American Chemical Society and Division of Chemical Education, Inc.