Abstract
The transition from classical to quantum models in physical chemistry represents one of the most intellectually demanding shifts in science education. While classical mechanics offers tangible and deterministic explanations of matter, quantum theory introduces probabilistic and abstract principles that challenge students’ intuitive understanding. This study investigates effective pedagogical approaches that bridge these paradigms and promote deeper conceptual learning in physical chemistry. Adopting a qualitative methodology, the paper synthesizes insights from scholarly literature, expert reflections, and curriculum analyses to identify strategies that enhance students’ cognitive transition between classical and quantum frameworks. Findings reveal that hybrid pedagogical models—rooted in conceptual scaffolding, visualization tools, and simulation-based learning—play a crucial role in reducing cognitive dissonance and fostering representational competence. Moreover, the integration of constructivist and cognitive apprenticeship theories emerges as a robust framework for linking abstract quantum ideas to observable classical phenomena. The study highlights the importance of continuous professional development for educators and curriculum designers to embed digital simulations, historical analogies, and interdisciplinary reasoning into instructional design. These pedagogical innovations not only make quantum concepts more accessible but also strengthen the coherence of physical chemistry education. Ethical considerations were upheld throughout the research process, ensuring data credibility, intellectual honesty, and adherence to publication ethics and academic integrity principles.
Keywords
Selected References
Baiz, C. R., & Smith, A. (2023).
Lowering activation barriers to success in physical chemistry education: Evidence from
active-learning modules. Journal of Physical Chemistry A, 128(1), 3–9.
https://doi.org/10.1021/acs.jpca.3c07015 Bouchée, T. (2022).
Towards a better understanding of conceptual difficulties in quantum physics: A review of
empirical studies. International Journal of Science Education. Retrieved from Taylor & Francis Online. Dangur, V., Harrison, A. G., & Treagust, D. F. (2014).
Students’ quantum concepts in chemistry: Extending the “macroscopic–symbolic–microscopic”
framework. Chemistry Education Research and Practice, 15(4), 596–608.
https://doi.org/10.1039/C4RP00025K Gilbert, J. K., & Treagust, D. F. (2009). Multiple representations in chemical education. Springer. Krijtenburg-Lewerissa, K., Pol, H. J., Brinkman, A., & van Joolingen, W. R. (2017).
Insights into teaching quantum mechanics in secondary and lower undergraduate education. Physical Review Physics Education Research, 13(1), 010109.
https://doi.org/10.1103/PhysRevPhysEducRes.13.010109 Mack, M., & Towns, M. (2016).
Faculty beliefs about the purposes for teaching undergraduate physical chemistry courses. Chemistry Education Research and Practice, 17(2), 322–334.
https://doi.org/10.1039/C5RP00222J Michelini, M., Ragazzon, R., Santi, L., & Stefanel, A. (2000).
Proposal for quantum physics in secondary school. Physics Education, 35(5), 406–412.
https://doi.org/10.1088/0031-9120/35/5/308 Rodriguez, J.-M. G., & Towns, M. (2019).
Pedagogical content knowledge for quantum chemistry: A review and agenda. Journal of Chemical Education, 96(12), 3154–3167.
https://doi.org/10.1021/acs.jchemed.9b00567 Sánchez Gómez, P. J., & Martín, F. (2003).
Quantum vs. “classical” chemistry in university chemistry education: A case study of the role of
history in thinking the curriculum. Chemistry Education Research and Practice, 4(2), 131–148.
https://doi.org/10.1039/B3RP90007G Stefani, L. A., & Tsaparlis, G. (2009).
Students’ difficulties with quantum chemistry. Chemistry Education Research and Practice, 10(3), 274–289.
https://doi.org/10.1039/B902247C Taber, K. S. (2020). Chemical misconceptions and conceptual change: Fifteen years on. Routledge. Tsaparlis, G. (2021).
Teaching and learning physical chemistry: A modern review. Chemistry Education Research and Practice, 22(1), 15–29.
https://doi.org/10.1039/D0RP00198H Vosniadou, S. (2008).
Conceptual change research: State of the art and future directions.
In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp.
3–13). Routledge. Weymuth, T., & Reiher, M. (2020).
Immersive interactive quantum mechanics for teaching and learning chemistry. Journal of Chemical Education, 97(12), 4569–4578.
https://doi.org/10.1021/acs.jchemed.0c01132References