From the book to the teacher: how have Quantum Numbers been used in Chemistry classes?

Abstract

The approach to concepts related to quantum theory, such as Quantum Numbers, is presented as relevant for the Teaching of Chemistry, given that it measures the complexity involved in the atomic structure for students. Despite its importance, such content is not always present in Chemistry classes, mainly due to its level of abstraction. Understanding this scenario, we aimed in this study to understand whether the didactic content Quantum Numbers has been discussed in high school textbooks, as well as the relevance given by chemistry teachers to this theme. Through qualitative research, we analyzed the presence of this didactic content in 7 works approved by the Plano Nacional do Livro Didático (PNLD) in 2021, as well as recognizing, from the proposition of a questionnaire, the perception of 17 Chemistry teachers regarding this content. The results achieved enabled us to recognize the little presence of Quantum Numbers in textbooks, as well as the recognition that their activation takes place in expository and dialogic classes. We conclude that the distance between textbooks and Quantum Numbers, as well as the decontextualized teaching of this content, disregards its potential for the current understanding of the atom, distancing students from important concepts of quantum theory.