Abstract
In this paper, one student's learning process in a course on quantum atomic physics in grade 13 of a German gymnasium (secondary school) is described. The course lasted 16 weeks for a total of approximately 80 lessons. The aim of the present study is to elaborate the student's cognitive system for atomic physics as a hypothetical pragmatic model to describe, analyse and explain his thinking and learning while interacting with the teaching input. In this paper, the student's learning pathway is described as a sequence of several meta‐stable conceptions of the atom, starting from a planetary model. His final cognitive element ‘atom’ following teaching is displayed as an association of three parallel conceptions including his initial planetary model, a state‐electron model and an electron‐cloud model. These different conceptions influence his thinking in different ‘strengths’ and ‘status’. In addition, the student's meta‐cognitive beliefs on physics and the way they are affected by a quantum world view are briefly described.
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