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Pedro
J. SANCHEZ GOMEZ
1 and Fernando
MARTIN 2
ABSTRACT: In this paper we present an analysis of the situation of the discipline quantum chemistry within university chemistry curricula. In order to rationalise this situation, we have adopted a historical perspective, focusing on the work of the towering figures of G. N. Lewis and L. Pauling as the main sources of modern chemical theory. From the analysis of the contribution of these authors we have proposed three points as the most conflicting ones for the teaching of quantum foundations to chemists: the off Physics character of the physical vision of the microscopic realm provided by "classical" chemistry; the polysemy of several terms taken from the work of L. Pauling (e.g. "orbital"; "resonance"; etc.) when they are used in a quasi-quantum context; and finally, the divergence of the physical visions of the world provided by quantum and classical theories. [Chem. Educ. Res. Pract.: 2003, 4, 131-148] KEY WORDS: University chemistry education; quantum chemistry education; Physics/physics; physics proper; Lewis; Pauling; Folk Molecular Theory; quantum mechanics; electronic theory; Valence Bond Method CORRESPONDENCE: Pedro J. SANCHEZ GOMEZ, Departamento de Didactica de las Ciencias Experimentales, Facultad de Educacion, Universidad Complutense de Madrid, 28040-Madrid, Spain. e-mail: pedros@edu.ucm.es. Fernando MARTIN, Departamento de Quimica, Facultad de Ciencias, C-IX, Universidad Autonoma de Madrid, 28049-Madrid, Spain.
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