Quantum talk: How small‐group discussions may enhance students’ understanding in quantum physics

Bungum, Berit; Bøe, Maria Vetleseter; Henriksen, Ellen Karoline

doi:10.1002/sce.21447

Cited by 47 publications

(76 citation statements)

References 58 publications

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“…Studies related to CPS competencies have mainly examined the outcomes of using the CPS framework on students' learning (Bungum, Bøe, & Henriksen, 2018;Rozenszayn & Ben-Zvi Assaraf, 2011;Tao, 1999) without considering how the group work process affected the students' learning outcomes. These studies only highlighted the improved performance of the students after the group work process.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Collaborative Problem-Solving Competencies by Using STEM-Based Learning Through the Dietary Plan Lessons

Lertcharoenrit¹

2020

JEL

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This classroom action research aims to investigate the development of collaborative problem-solving competencies using STEM-based learning through dietary plan lessons. The participants included 77 twelfth-grade students in the 2018 academic year in the science-technology program in a public school under the supervision of the Ministry of University Affairs. Two types of instruments were used in the study: 1) ten lesson plans of the biomolecules unit equivalent to eighteen lesson periods; 2) data collection instruments, including collaborative problem-solving competencies observation sheets, students’ learning reflections, and informal interview protocols. The data analysis involved frequencies, percentages, and content analysis. The results of the study revealed that the students improved all three competencies. Regarding the first competency, “Establishing and Maintaining Shared Understanding,” the students were accustomed to having a dominant member assigning the task while other members passively followed the orders. When they encountered a problem, each member individually solved it or asked the teachers for help without a group discussion. However, after the instruction, the students improved their communication skills by discussing the task processes with the other group members. Moreover, when a problem occurred, they approached it as a shared responsibility instead of as an individual’s duty. Therefore, the problem was collectively sorted out and successfully solved. In terms of the second competency, “Taking Appropriate Action to Solve the Problem,” the students had previously been assigned their roles by the group leaders without consideration of the strengths and weaknesses of each member, resulting in an unsuccessful task. After the instruction, everyone became more collaborative in considering the task at hand and discussed the role that best suited each member. When they encountered a problem, everyone collectively planned the appropriate steps toward the solution. With regard to the third competency, “Establishing and Maintaining Team Organization,” the students had not previously reflected on their performance, but after the activities, they learned to provide feedback to improve other members’ understanding and carry out the task more efficiently. A challenge that emerged in implementing the activities involved the time issue. It is important to manage time effectively and to challenge the students to collaboratively solve the problem. The instructional activities should be conducted continuously by rotating students into new groups where they can practice their teamwork skills with others. Moreover, the collaborative problem-solving activities are found to be applicable not only for a STEM-based approach but also for a project-based approach.

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Section: Introductionmentioning

confidence: 99%

Enhancing Collaborative Problem-Solving Competencies by Using STEM-Based Learning Through the Dietary Plan Lessons

Lertcharoenrit¹

2020

JEL

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“…If, in contrast, an upper secondary QP course also aims to develop students' ideas about science, a philosophically oriented curriculum focus offers more possibilities. The Norwegian example shows how students can get acquainted with NOS aspects like controversies about the interpretation of QP and actively participate in argumentations about philosophical aspects of QP [84][85][86]. While such integration of NOS in school physics is favored in contemporary science education literature, it seems difficult to assess it in standardized exams because there typically is no "right" or "wrong" answer.…”

Section: B Thematic Foci and Nosmentioning

confidence: 99%

Analysis of secondary school quantum physics curricula of 15 different countries: Different perspectives on a challenging topic

Stadermann

Berg

Goedhart

2019

Phys. Rev. Phys. Educ. Res.

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Secondary school level quantum physics (QP) courses have recently been implemented in the national curricula of many countries. QP gives opportunities to acquaint students with more recent physics and its applications and to discuss aspects of the nature of science. Research has shown that QP is a challenging area for students. Because the inclusion of QP in national curricula is rather new in most countries, it is interesting to compare QP curricula from these countries to make the choices by curriculum designers visible. In this study, we provide a detailed overview of QP courses from fifteen countries. We collected and analyzed official curriculum documents to identify key items present in most curricula. Our inventory identifies a shared current core curriculum of QP which contains the following seven main categories: discrete atomic energy levels, interactions between light and matter, wave-particle duality, de Broglie wavelength, technical applications, Heisenberg's uncertainty principle, and the probabilistic nature of QP. We also found differences in the focus of the listed topics of certain countries, which indicate different views on teaching QP and might inspire curriculum designers struggling with QP. For instance, challenging items like QP interpretations or epistemological aspects of QP are taught only in a few countries. Although research suggests that epistemological aspects help students to comprehend novel QP concepts, many countries do not explicitly include these in the curriculum. We provide reasons and suggestions for this.

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“…Because, for some epistemological aspects, this would imply a preference for one philosophical perspective on QP. In this approach, we follow physics educators who emphasise that it is essential for students' QP learning to develop their own epistemological perspective (Bungum et al, 2018;Hoehn et al, 2019). Therefore we will focus on those NOS views which are relevant in the context of QP learning (see Table 1).…”

Section: Nos In Secondary Schoolmentioning

confidence: 99%

“…Considering how NOS and QP are tightly intertwined, researchers assume a positive effect of the development of students' NOS views on their conceptual understanding of QP and vice versa (Bungum et al, 2018;Garritz, 2013;Greca & Freire, 2014;Pospiech, 2003). Our research aim, therefore, is to investigate the connection between NOS views and QP learning for 12th-grade physics students.…”

Section: Creativity In Sciencementioning

confidence: 99%

“…In upper secondary physics courses, concepts like the wave-particle duality and Heisenberg's uncertainty principle are taught qualitatively without complex mathematics (Stadermann et al, 2019). Such an introduction to QP is fascinating for students (Bungum et al, 2018), but also challenging to learn and to teach (Krijtenburg-Lewerissa et al, 2017): QP phenomena are not only different from what students experience in the visible world, but many QP principles might not fit with their ideas about physics. For example, when QP is introduced with the so-called standard (Copenhagen) interpretation, students have to abandon their diligently constructed deterministic and realistic worldview of Newtonian physics to predict and explain the outcome of QP experiments, (Johnston et al, 1998;Ke et al, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Secondary school students’ views of nature of science in quantum physics

Stadermann

Goedhart

2020

International Journal of Science Education

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Epistemological and philosophical issues have always been relevant for the foundations of physics, but usually do not find their way into secondary physics classrooms. As an exception to this, the strangeness of quantum physics (QP) naturally evokes philosophical questions, and learners might have to change their ideas about the nature of science (NOS). In this exploratory mixedmethod study, we examined possible connections between upper secondary school students' QP content knowledge and their ideas about relevant aspects of NOS in the context of QP. We administered a QP concept test to 240 Dutch secondary students (age 17-19) after they attended classes on QP without a focus on NOS. Next, we selected 24 students with a range of test scores for individual semi-structured interviews about their understanding of wave-particle duality and their views on five aspects of NOS. Contrary to NOS studies in other contexts, the interviews showed that all 24 students had well-informed NOS views in the context of QP. We contend that NOS in QP might be more easily accessible than in many other contexts. Our results suggest that QP can have an additional role in the physics curriculum by enhancing students' understanding of NOS. ARTICLE HISTORY

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Quantum talk: How small‐group discussions may enhance students’ understanding in quantum physics

Cited by 47 publications

References 58 publications

Enhancing Collaborative Problem-Solving Competencies by Using STEM-Based Learning Through the Dietary Plan Lessons

Enhancing Collaborative Problem-Solving Competencies by Using STEM-Based Learning Through the Dietary Plan Lessons

Analysis of secondary school quantum physics curricula of 15 different countries: Different perspectives on a challenging topic

Secondary school students’ views of nature of science in quantum physics

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