Quantum chemistry is a discipline that draws heavily upon the scientific practices of modeling and mathematical/computational thinking, yet little work has been done to investigate such practices in an upper-division undergraduate context.  A mixed-methods approach is used to characterize the current nature of upper-division quantum chemistry students’ modeling practices and the levels of sophistication of models they develop and apply.  Additionally, the sophistication of the students’ understanding of scientific modeling in general is probed.  The results of both qualitative (semi-structured interviews and classroom observations) and quantitative (Students’ Understanding of Models in Science – SUMS instrument) components of a study will be presented.  The data will be interpreted using a modified version of an existing learning progression for student reasoning in quantum chemistry, and a framework for students’ meaningful engagement in scientific practices.  This work is the first step in a proposed multi-year investigation into the abilities of chemistry students to understand and use scientific models, in conjunction with computational and mathematical thinking, in the quantum chemistry context.

Characterizing undergraduate quantum chemistry students’ modeling practices and understanding of scientific modeling

251st National Meeting (2016)

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