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.

According to von Glasersfeld (1992), the relation between teaching and learning can be seen as a resonance between learning environment and students' mind. In this paper we report case studies about resonances between certain elements of taught content as part of the learning environment and the evolution of students' conceptions as part of their cognitive system.