Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas

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Learning at the Symbolic Level (2009, background): “When first asked to make sense of, and represent, electronic structure in orbital terms, symbolism in this form may seem to be almost arbitrary to the learner ( Taber, 2005 ).”
Developing a Hypothetical Multi-Dimensional Learning Progression for the Nature of Matter. (2009, background): “When ideas are not structured in an organized way, it is difficult for students to apply their knowledge to new situations because it lacks structure and organization; in other words, it is compartmentalized (Sirhan, 2007; Taber, 2004).”
Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter (2010, background): “It has been suggested that referring to atoms, ions, molecules, electrons, and so forth as particles may therefore be misleading (as students often interpret the label as meaning these entities are just like grains of sand, only even smaller), and the collective term quanticles has been suggested to”
Identifying Atomic Structure as a Threshold Concept: Student mental models and troublesomeness (2009, background): “In a more recent study exploring 16‐ to 18‐year‐old A‐level college students’ understanding in the UK, Taber ( 2005 ) analysed these student learning difficulties with respect to orbitals through a typology of learning impediments, which, he argues, provides both an analytical and heuristic tool for”