Abstract
Introductory undergraduate courses in classical physics stress a perspective that can be characterized as realist; from this perspective, all physical properties of a classical system can be simultaneously specified and thus determined at all future times. Such a perspective can be problematic for introductory quantum physics students, who must develop new perspectives in order to properly interpret what it means to have knowledge of quantum systems. We document this evolution in student thinking in part through pre- and post-instruction evaluations using the Colorado Learning Attitudes about Science Survey. We further characterize variations in student epistemic and ontological commitments by examining responses to two essay questions, coupled with responses to supplemental quantum attitude statements. We find that, after instruction in modern physics, many students are still exhibiting a realist perspective in contexts where a quantum-mechanical perspective is needed. We further find that this effect can be significantly influenced by instruction, where we observe variations for courses with differing learning goals. We also note that students generally do not employ either a realist or a quantum perspective in a consistent manner.
Highlights
In the last decade, studies of student beliefs about physics have become a focus of interest in the physics education researchPERcommunity
We find that few students invoke quantum phenomena when responding before any formal instruction in modern physicsdespite the fact that a majority of these modern physics students reported having heard about quantum mechanics in popular venues, such as books by Greene[26] and Hawking,[27] before enrolling in the course; a single semester of modern physics instruction results in a significant increase in the percentage of students who believe that quantum phenomena could allow for two valid, but different, experimental results
Student perspectives with respect to measurement and determinism in the contexts of classical physics and quantum mechanics evolve over time
Summary
Studies of student beliefs about physics have become a focus of interest in the physics education researchPERcommunity. A realist perspective is deterministic, in the sense that all physical quantities describing a system can be simultaneously specified and accurately predicted for all future times. Such a perspective is often employed in the context of classical electrodynamics; for example, students are typically instructed to model an electron as a localized particle having both a well-defined position and momentum. A particle model would be inappropriate, when trying to explain the interference pattern seen in a double-slit diffraction experiment In this case, from a quantum-mechanical perspective, electrons and photons behave as delocalized waves as they propagate through space and as particles when interacting with a detector. We conclude from the available data that specific attention paid to the ontological interpretation of quantum processes during instruction may aid students in the cultivation of a desired quantum perspective
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
