(abstract and paper still missing)

In this paper, one student's learning process in a course on quantum atomic physics in grade 13 of a German gymnasium (secondary school) is described. The course lasted 16 weeks for a total of approximately 80 lessons. The aim of the present study is to elaborate the student's cognitive system for atomic physics as a hypothetical pragmatic model to describe, analyse and explain his thinking and learning sequence of several meta-stable conceptions of the atom, starting from a planetary model.

(abstract and paper still missing)

(conclusions section:)

(book section still missing)

Our approach is centered around the concepts of "state" and "orbital". Its primary aim is to explain and calculate phenomena and basic facts like size, spectra and energies of different atoms, molecules and solids. Our approach makes use of the analogy with standing waves and uses model building with the computer (STELLA) to avoid high mathematical difficulties.

(description from amazon.de:)

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.

This is the second of two papers focusing on the quantum atomic model ‘Electronium’. The ‘Bremen teaching approach’, in which this model is used, is outlined and an analysis of the learning of two students as they progress through the teaching unit is presented. Finally an argument is presented to support the assertion that the Electronium model can be considered to be a successful teaching tool.