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.
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.