Refined characterization of student perspectives on quantum physics

The perspectives of introductory classical physics students can often negatively influence how those students later interpret quantum phenomena when taking an introductory course in modern physics. A detailed exploration of student perspectives on the interpretation of quantum physics is needed, bot...

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Autores principales:	Charles Baily, Noah D. Finkelstein
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2010
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/511a9f5df9124c8aa9fda90d362806ba
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spelling	oai:doaj.org-article:511a9f5df9124c8aa9fda90d362806ba2021-12-02T11:12:33ZRefined characterization of student perspectives on quantum physics1554-9178https://doaj.org/article/511a9f5df9124c8aa9fda90d362806ba2010-09-01T00:00:00Zhttp://link.aps.org/doi/10.1103/PhysRevSTPER.6.020113https://doaj.org/toc/1554-9178The perspectives of introductory classical physics students can often negatively influence how those students later interpret quantum phenomena when taking an introductory course in modern physics. A detailed exploration of student perspectives on the interpretation of quantum physics is needed, both to characterize student understanding of physics concepts, and to inform how we might teach traditional content. Our previous investigations of student perspectives on quantum physics have indicated they can be highly nuanced, and may vary both within and across contexts. In order to better understand the contextual and often seemingly contradictory stances of students on matters of interpretation, we interviewed 19 students from four introductory modern physics courses taught at the University of Colorado. We find that students have attitudes and opinions that often parallel the stances of expert physicists when arguing for their favored interpretations of quantum mechanics, allowing for more nuanced characterizations of student perspectives in terms of three key interpretive themes. We present a framework for characterizing student perspectives on quantum mechanics, and demonstrate its utility in interpreting the sometimes contradictory nature of student responses to previous surveys. We further find that students most often vacillate in their responses when what makes intuitive sense to them is not in agreement with what they consider to be a correct response, underscoring the need to distinguish between the personal and the public perspectives of introductory modern physics students.Charles BailyNoah D. FinkelsteinAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Special Topics. Physics Education Research, Vol 6, Iss 2 (2010)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Charles Baily Noah D. Finkelstein Refined characterization of student perspectives on quantum physics
description	The perspectives of introductory classical physics students can often negatively influence how those students later interpret quantum phenomena when taking an introductory course in modern physics. A detailed exploration of student perspectives on the interpretation of quantum physics is needed, both to characterize student understanding of physics concepts, and to inform how we might teach traditional content. Our previous investigations of student perspectives on quantum physics have indicated they can be highly nuanced, and may vary both within and across contexts. In order to better understand the contextual and often seemingly contradictory stances of students on matters of interpretation, we interviewed 19 students from four introductory modern physics courses taught at the University of Colorado. We find that students have attitudes and opinions that often parallel the stances of expert physicists when arguing for their favored interpretations of quantum mechanics, allowing for more nuanced characterizations of student perspectives in terms of three key interpretive themes. We present a framework for characterizing student perspectives on quantum mechanics, and demonstrate its utility in interpreting the sometimes contradictory nature of student responses to previous surveys. We further find that students most often vacillate in their responses when what makes intuitive sense to them is not in agreement with what they consider to be a correct response, underscoring the need to distinguish between the personal and the public perspectives of introductory modern physics students.
format	article
author	Charles Baily Noah D. Finkelstein
author_facet	Charles Baily Noah D. Finkelstein
author_sort	Charles Baily
title	Refined characterization of student perspectives on quantum physics
title_short	Refined characterization of student perspectives on quantum physics
title_full	Refined characterization of student perspectives on quantum physics
title_fullStr	Refined characterization of student perspectives on quantum physics
title_full_unstemmed	Refined characterization of student perspectives on quantum physics
title_sort	refined characterization of student perspectives on quantum physics
publisher	American Physical Society
publishDate	2010
url	https://doaj.org/article/511a9f5df9124c8aa9fda90d362806ba
work_keys_str_mv	AT charlesbaily refinedcharacterizationofstudentperspectivesonquantumphysics AT noahdfinkelstein refinedcharacterizationofstudentperspectivesonquantumphysics
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Refined characterization of student perspectives on quantum physics

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