The A to B of quantum physics

Dobson, Ken; Lawrence, Ian; Britton, Philip

doi:10.1088/0031-9120/35/6/304

Cited by 17 publications

(12 citation statements)

References 3 publications

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“…Several have adopted and expanded the approach in introductory undergraduate courses [5], teacher preparation courses [6,7], and directly with high school students [8]. In Great Britain, the ambitious large-scale project "Advancing Physics AS" [9,10] of an A-level high school course in physics produced by the Institute of Physics treated quantum physics using the sum over paths approach.…”

Section: Introductionmentioning

confidence: 99%

Test on the effectiveness of the sum over paths approach in favoring the construction of an integrated knowledge of quantum physics in high school

Malgieri

Onorato

Ambrosis

2017

Phys. Rev. Phys. Educ. Res.

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In this paper we present the results of a research-based teaching-learning sequence on introductory quantum physics based on Feynman's sum over paths approach in the Italian high school. Our study focuses on students' understanding of two founding ideas of quantum physics, wave particle duality and the uncertainty principle. In view of recent research reporting the fragmentation of students' mental models of quantum concepts after initial instruction, we collected and analyzed data using the assessment tools provided by knowledge integration theory. Our results on the group of n ¼ 14 students who performed the final test indicate that the functional explanation of wave particle duality provided by the sum over paths approach may be effective in leading students to build consistent mental models of quantum objects, and in providing them with a unified perspective on both the photon and the electron. Results on the uncertainty principle are less clear cut, as the improvements over traditional instruction appear less significant. Given the low number of students in the sample, this work should be interpreted as a case study, and we do not attempt to draw definitive conclusions. However, our study suggests that (i) the sum over paths approach may deserve more attention from researchers and educators as a possible route to introduce basic concepts of quantum physics in high school, and (ii) more research should be focused not only on the correctness of students' mental models on individual concepts, but also on the ability of students to connect different ideas and experiments related to quantum theory in an organized whole.

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Section: Introductionmentioning

confidence: 99%

Test on the effectiveness of the sum over paths approach in favoring the construction of an integrated knowledge of quantum physics in high school

Malgieri

Onorato

Ambrosis

2017

Phys. Rev. Phys. Educ. Res.

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“…• Elimination of difficulties in understanding quantum mechanical concepts: By considering the students' difficulties and misconceptions in understanding quantum mechanics, some researchers suggested some remedies to eliminate them by changing how quantum mechanics is taught through introducing new approaches and supporting the instruction with newly developed materials and media (Dobson, Lawrence, & Britton, 2000;Hadzidaki, Kalkanis, & Stavrou 2000;Michelini, Ragazzon, Santi, & Stefanel, 2000;Zollman, Rebello, & Hogg, 2002).…”

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confidence: 99%

Pre-service Physics Teachers’ Comprehension of Quantum Mechanical Concepts

Didiş

Eryılmaz

Erkoç

2010

EURASIA J MATH SCI T

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When quantum theory caused a paradigm shift in physics, it introduced difficulties in both learning and teaching of physics. Because of its abstract, counter-intuitive and mathematical structure, students have difficulty in learning this theory, and instructors have difficulty in teaching the concepts of the theory. This case study investigates students' comprehension of some fundamental concepts which are based on quantum mechanical postulates. The data of the study were collected by forty minute semistructured interviews with two pre-service physics teachers conducted separately. In this study, qualitative analysis of pre-service physics teachers' dynamics of understanding showed that (1) students have insufficient conceptions that influence their descriptions and discriminations, (2) students' comprehension is indefinite, that means, they contain correct and wrong ideas simultaneously, influencing the students' use of different concepts interchangeably and making explanations and discriminations by intuitive reasoning, and (3) some of the conceptions of students are totally unscientific. In addition, students' comprehension lets only one way translation from mathematical to verbal.

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“…In addition, Sadaghiani (2005) has shown that in addition to students' problems with learning quantum mechanics, the instructors have problems teaching it because of the nature of the quantum concepts. By using conceptual physics questions, previous research (Bao, 1999;Çataloğlu & Robinett, 2002;Didiş et al, , 2014Dobson et al, 2000;Escalada, 1997;Gardner, 2002;Ke et al, 2005;Kwiat & Hardy, 2000;Morgan, 2006;Müller & Wiesner, 1999Olsen, 2002;Özcan et al, 2009;Sadaghiani, 2005;Singh, 2001;Singh et al, 2006;Strnad, 1981;Styer, 1996;Wattanakasiwich, 2005) has shown that students' understanding was shaped by the abstract, counter-intuitive, and mathematical nature of the theory. This study identified the nature of quantum theory was a context-specific motivational element influencing students' motivation, so their learning the theory.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…A great proportion of this research has been conducted in the cognitive domain, and research in the affective domain has only recently been conducted by focusing on achievement motivation (Didiş & Özcan, 2007;Didiş & Redish, 2010, 2012. The pedagogical research on quantum theory examines the understanding of both upperlevel high school and university-level physics students, and provides new methodologies about quantum mechanics instruction (Bao, 1999;Budde, Niedderer, Scott, & Leach, 2002a, 2002bCuppari, Rinaudo, Robutti, & Violino, 1997;Çataloğlu & Robinett, 2002;Didiş, 2015;2014;Dobson, Lawrence, & Britton, 2000;Escalada, 1997;Frederick, 1978;Gardner, 2002;Hadzidaki, Kalkanis, & Stavrou, 2000;Ireson, 2000;Kalkanis, Hadzidaki, & Stavrou, 2003;Ke et al, 2005;Kwiat & Hardy, 2000;Mannila, Koponen, & Niskanen, 2002;Michelini, Ragazzon, Santi, & Stefanel, 2000;Morgan, 2006;Müller & Wiesner, 1999Olsen, 2002;Özcan et al, 2009;Sadaghiani, 2005;Shadmi, 1978;Singh, 2001;Singh et al, 2006;Strnad, 1981;Styer, 1996;Vandegrift, 2002;Wattanakasiwich, 2005).…”

Section: Pedagogical Research On Quantum Theorymentioning

confidence: 99%

The Place of Learning Quantum Theory in Physics Teacher Education: Motivational Elements Arising From the Context

2015

EDUC SCI-THEOR PRACT

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Quantum theory is one of the most successful theories in physics. Because of its abstract, mathematical, and counter-intuitive nature, many students have problems learning the theory, just as teachers experience difficulty in teaching it. Pedagogical research on quantum theory has mainly focused on cognitive issues. However, affective issues about student learning are just as important as cognitive issues. The purpose of this study was to investigate pre-service physics teachers' motivation towards learning quantum theory by examining motivational constructs such as expectancies, values, ability beliefs, and goals. The participants (n = 6) of this case study were fourth-year pre-service physics teachers at a state university in Turkey. Through semi-structured interviews, the participants were asked seventeen questions that focused on motivational constructs. Analysis of the qualitative data indicated that the instructor, nature of the content, and previous performance were three motivational elements that originated in the context of the quantum mechanics course. Furthermore, these context-dependent elements interacted with the other elements of motivational constructs in both direct and indirect ways. Because unsuccessful learning situations are explained by low motivation, context-dependent affective elements and their interactions should be considered in the teaching and learning of quantum theory.

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The A to B of quantum physics

Cited by 17 publications

References 3 publications

Test on the effectiveness of the sum over paths approach in favoring the construction of an integrated knowledge of quantum physics in high school

Test on the effectiveness of the sum over paths approach in favoring the construction of an integrated knowledge of quantum physics in high school

Pre-service Physics Teachers’ Comprehension of Quantum Mechanical Concepts

The Place of Learning Quantum Theory in Physics Teacher Education: Motivational Elements Arising From the Context

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