Towards a better understanding of conceptual difficulties in introductory quantum physics courses

IF 4.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Science Education Pub Date : 2021-09-10 DOI:10.1080/03057267.2021.1963579
T. Bouchée, L. de Putter - Smits, M. Thurlings, B. Pepin
{"title":"Towards a better understanding of conceptual difficulties in introductory quantum physics courses","authors":"T. Bouchée, L. de Putter - Smits, M. Thurlings, B. Pepin","doi":"10.1080/03057267.2021.1963579","DOIUrl":null,"url":null,"abstract":"ABSTRACT Research on teaching and learning quantum physics (QP) frequently explores students’ conceptual difficulties to identify common patterns in their reasoning. The abstractness of QP is often found to be at the origin of students’ conceptual difficulties. Due to this abstract nature students resort to common sense reasoning or classical thinking when they make meaning of QP phenomena. In this literature review, the ‘abstractness’ is closely investigated and nuanced to uncover what reasons for the abstractness students experience. Four reasons for students’ conceptual difficulties can be categorised under the abstract nature of QP. These reasons are that students struggle a) to relate the mathematical formalism of QP to experiences in the physical world; b) to interpret counterintuitive QP phenomena and concepts; c) to transit from a deterministic to a probabilistic worldview; and d) to understand the limitations of language to express quantum phenomena, concepts, and objects. Combining these four reasons allows us to better understand the origin of conceptual difficulties in QP and why these difficulties persist over time. The implications of these findings for research and teaching practice are discussed.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"16","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03057267.2021.1963579","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 16

Abstract

ABSTRACT Research on teaching and learning quantum physics (QP) frequently explores students’ conceptual difficulties to identify common patterns in their reasoning. The abstractness of QP is often found to be at the origin of students’ conceptual difficulties. Due to this abstract nature students resort to common sense reasoning or classical thinking when they make meaning of QP phenomena. In this literature review, the ‘abstractness’ is closely investigated and nuanced to uncover what reasons for the abstractness students experience. Four reasons for students’ conceptual difficulties can be categorised under the abstract nature of QP. These reasons are that students struggle a) to relate the mathematical formalism of QP to experiences in the physical world; b) to interpret counterintuitive QP phenomena and concepts; c) to transit from a deterministic to a probabilistic worldview; and d) to understand the limitations of language to express quantum phenomena, concepts, and objects. Combining these four reasons allows us to better understand the origin of conceptual difficulties in QP and why these difficulties persist over time. The implications of these findings for research and teaching practice are discussed.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
更好地理解量子物理入门课程中概念上的困难
量子物理教学研究经常探讨学生在推理中识别常见模式的概念困难。QP的抽象性往往是学生概念困难的根源。由于这种抽象性,学生在理解QP现象时会求助于常识推理或经典思维。在这篇文献综述中,对“抽象性”进行了仔细的调查和细致入微的分析,以揭示学生体验到抽象性的原因。在QP的抽象性质下,学生概念困难的四个原因可以分类。这些原因是:学生们努力a)将QP的数学形式与物理世界中的经历联系起来;b) 解释违反直觉的QP现象和概念;c) 从确定性世界观过渡到概率性世界观;以及d)理解语言在表达量子现象、概念和物体方面的局限性。结合这四个原因,我们可以更好地理解QP中概念困难的起源,以及为什么这些困难会随着时间的推移而持续存在。讨论了这些发现对研究和教学实践的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Studies in Science Education
Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
15.30
自引率
2.00%
发文量
7
审稿时长
>12 weeks
期刊介绍: The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.
期刊最新文献
Students’ ideas about the scientific underpinnings of climate change: a systematic review of the literature Science capital as a lens for studying science aspirations – a systematic review Critical scientific and environmental literacies: a systematic and critical review Queer individuals’ experiences in STEM learning and working environments Inquiry-based chemistry education: a systematic review
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1