In this paper we describe our non-traditional method for teaching atomic theory in a large introductory undergraduate chemistry course. Using photoelectron spectroscopy (PES) data and teaching methods consistent with Constructivism 1, 2, students constructed an acceptable model of the atom without lectures or following the traditional historical development of the atom method for teaching students. Through test data, surveys, and interviews, we found that students learned atomic theory and had a positive attitude towards our PES Data Method. The PES Data Method is an example of how non-lecture methods can be successfully utilized in a large lecture course.
Bergman et al. (2013) studied this question.