Training Pre-service and In-service Secondary School Teachers: Analysis of Changes in Perceptions About Quantum Physics Concepts and NoS Views

Abstract

The series Springer Proceedings in Physics, founded in 1984, is devoted to timely reports of state-of-the-art developments in physics and related sciences. Typically based on material presented at conferences, workshops and similar scientific meetings, volumes published in this series will constitute a comprehensive up-to-date source of reference on a field or subfield of relevance in contemporary physics. Proposals must include the following: -name, place and date of the scientific meeting -a link to the committees (local organization, international advisors etc.) -scientific description of the meeting -list of invited/plenary speakers -an estimate of the planned proceedings book parameters (number of pages/articles, requested number of bulk copies, submission deadline).

A 5E-based learning experience to introduce concepts relevant in Quantum Physics

“…Student's scientist-like activities in each group were supported by two teachers having many years of expertise in the field of scientific research and on teaching physics at both high-school and university level courses. The preparation to the learning path was done through a traditional lecturing approach by using university general physics textbooks covering the introduction Giancoli -2008) and all the didactical aspects of the experiments (i) with the LED and (ii) the photoelectric effect [16][17][18]20]. The progression was found from the original research published on the illustration of quantum mechanics concepts [21] Other research-based methods to inquire on wave particle duality [22] have been considered as well.…”

“…Experimental evidence shows that traditionally instructed first-year undergraduates in Engineering continue to experience difficulties on dualism wave-particles and, in general, in Modern Physics topics [9][10][11][12][13][14][15][16][17]. The origin of these difficulties may be related to epistemology -their view of scientific knowledge -or to concepts -residual conceptual lacks -or both [18]. Indeed, an efficient strategy of instruction addressing both epistemological and conceptual issues is needed.…”