Many chemical concepts and theories are difficult for students to grasp and for instructors to teach.  The concept of electron configuration as a demonstration of the quantum theory of the atom is particularly difficult to understand for the majority of high school and introductory chemistry students.  Part of the challenge lies in the fact that such concepts are devised to explain an unseen phenomenon. Therefore, models are designed to help students visualize these concepts and enhance their ability to fulfill certain learning outcomes such as writing electron orbital diagrams and electron configurations. Knowledge of the structure of atoms at the subatomic level is necessary when students encounter later topics such a chemical bonding, molecular geometry and shape, chemical reactions, etc.  An understanding of the most currently utilized model of an atom and the organization of its electrons in relation to the nucleus and themselves is crucial to building the foundation for learning each of the aforementioned topics.<br/> <br/>Here we present the utilization of “The Electron House” as an analogous tool/model for teaching the Orbital Atomic Theory of electron configuration to study the effects of using the device in high school and introductory chemistry courses/laboratories on enhanced student learning and retention of concepts on post-tests and final exams.  The objective is to increase student retention on drawing electron orbital diagrams and recognize and write the correct electron configuration for elements and ions for final exams and beyond.  It is hypothesized that students who manipulate the “Electron House” will have better performance on content and final exam questions addressing the learning outcome than students who do not.<br/> <br/>

Novel concept for effective teaching of electron configuration: Designing an "Electron House" model as a basic study tool

256th National Meeting (2018)

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