Misconception in chemistry textbooks: a case study on the concept of quantum number, electronic configuration and review for teaching material

This article describes a descriptive-qualitative method for analyzing and reviewing several textbooks for high school as samples commonly used by teachers and students in their teaching–learning to reveal possible misconceptions. This study focused on the subjects of quantum numbers and electronic configuration. From the advanced literature review to analyze the samples the occurrence of various misconceptions was noted. All textbooks described correctly the four symbols of quantum numbers, but none correlates correctly the magnetic-angular quantum number to the Cartesian labeled orbitals. All textbooks consider mistakenly the meaning of aufbau as the building-up energy of orbitals by following ( n + ℓ, n ) rules on describing the electronic configuration for all atoms. Only one textbook states that the electronic configuration of transition metal atoms (3 d series) can be described in the following order of shell ( n ), thus giving rise to two types of electronic configurations, [Ar] 3 d 4 s (Type I) beside [Ar] 4 s 3 d (Type II), leading further misconception. All textbooks described favorably an unpaired electron of m s = + ½ due to the specific agreement, which is a potential misconception in applying Hund’s rule. In drawing the diagram boxes of orbitals, they are arranged in increasing or decreasing the numeric m ℓ , due to the specific agreement, and again leading to a potential misconception on describing the quantum number of electrons issued. Three textbooks introduced the terms of the last and the xth electron associated with the quantum numbers, leading to serious further misconceptions. No books stated that the ordering energy of the ( n + ℓ, n ) rule is true only for the first twenty atoms.