Student Learning on Atomic Theory using the PES Data Method

Atomic theory is typically taught through a lecture format that traces the historical development of the model of the atom over time. The purpose of this study was to determine the effectiveness of teaching atomic theory using a constructivist-oriented, non-traditional method (The Photoelectron Spectroscopy (PES) Data Method) in a large undergraduate non-majors general chemistry course. Through the use of pre-tests, post-tests, surveys, and interviews, it was determined that the PES Data Method is an effective alternative method for teaching atomic theory in a large lecture style class. It was also determined that students had a positive attitude toward the method, finding it challenging yet enjoyable.