Improving student understanding of quantum mechanics underlying the Stern–Gerlach experiment using a research-validated multiple-choice question sequence

Abstract

Engaging students with well-designed multiple-choice questions during class and asking them to discuss their answers with their peers after each student has contemplated the response individually can be an effective evidence-based active-engagement pedagogy in physics courses. Moreover, validated sequences of multiple-choice questions are more likely to help students build a good knowledge structure of physics than individual multiple-choice questions on various topics. Here we discuss a framework to develop robust sequences of multiple-choice questions and then use the framework for the development, validation and implementation of a sequence of multiple-choice questions focusing on helping students learn quantum mechanics via the Stern-Gerlach experiment that takes advantage of the guided inquiry-based learning sequences in an interactive tutorial on the same topic. The extensive research in developing and validating the multiple-choice question sequence strives to make it effective for students with diverse prior preparation in upper-level undergraduate quantum physics courses. We discuss student performance on assessment task focusing on the Stern-Gerlach experiment after traditional lecture-based instruction vs. after engaging with the research-validated multiple-choice question sequence administered as clicker questions in which students had the opportunity to discuss their responses with their peers. I.INTRODUCTIONBackground: A major goal of many physics courses from introductory to advanced levels is to help students learn physics concepts [1-7] while also helping them develop problem solving and reasoning skills [8][9][10][11][12][13][14][15][16][17][18]. We have been investigating strategies to help students develop a solid grasp of physics concepts and develop their problem solving and reasoning skills [19][20][21][22][23][24][25][26][27][28][29][30][31]. In fact, many education researchers have been involved in developing and evaluating evidence-based activeengagement (EBAE) curricula and pedagogies [32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47][48][49][50], but implementation of these EBAE approaches to help college students learn has been slow. Some of the major barriers to implementation of the EBAE pedagogies at the college-level include lack of faculty buy-in and their reluctance and/or resistance, partly due to a lack of institutional reward system for using these evidence-based approaches, the time commitment involved in effectively adapting and implementing them, and instructors' fear that their students may complain (since students may prefer to passively listen to lectures as opposed to actively engage in the learning process) [32]. Moreover, the amount of class time required to implement an EBAE pedagogy, the flexibility with which it can be implemented, the need to train instructors in how to effectively use it, and the architectural constraints of the classrooms may also increase the barrier and make it difficult to implement an EBAE pedagogy [32]. Use of Multiple-choice...

Eliciting preferences of professors and medical group students for evaluation methods of theoretical courses

“…MCQs are using widely in universities and entrance examinations. [ 31 32 ] They have many pros and cons; but, if they are not designed well, barley considered as a suitable tools for deep knowledge assessment. [ 33 ] On the other hand, some studies revealed are a suitable assessment for in-depth learning, if they are designed properly.…”

“…[ 33 ] On the other hand, some studies revealed are a suitable assessment for in-depth learning, if they are designed properly. [ 32 34 ] Another issue about MCQs is the chance for cheating. Since this study revealed that MCQs are much more popular for students in compare with other types of questions, this maybe because of their easiness for cheating.…”

Building a Quantum Engineering Undergraduate Program

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“…When presented in sequences of validated questions that build on one another, they can systematically help students with a particular theme that they may be struggling with. Previously, such Clicker Question Sequences (CQS) have been developed, validated and implemented on several key topics in quantum mechanics [42][43][44][45][46]. Here we discuss the development, validation and implementation of a CQS focused on helping students learn time-evolution of two-state quantum systems.…”