Abstract Based on the teaching design and practice of a unit, this article explores how to conduct problem-chain-based, interdisciplinary inquiries in teaching, addressing the difficulties in explaining and understanding the electronic structure of atoms due to the complex physical background and profound mathematical principles. By combining multiple angles and levels of inquiry, the article demonstrates effective reasoning from evidence to structural models, thus revealing the complete development of atomic electronic structure theory. Problem chains serve to provide coherent experience of logical and rigorous scientific inquiry. Integrating experiments, mathematics, and scientific understanding into the practical process through multiple angles and levels of inquiry helps students flexibly apply interdisciplinary knowledge to collect evidence, comprehend the essence of scientific methods, and perceive the connections between various perspectives. As a result, students can develop a learning experience that closely resembles real scientific inquiry.
YANG Min. Problem-Chain-Based Interdisciplinary Inquiries in Teaching of Electronic Structure of Atoms for Developing Core Competencies[J]. Chinese Journal of Chemical Education, 2024, 45(17): 44-63.
