Abstract
This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences between the conceptual nature of quantum mechanics and classical physics, research on misconceptions, testing, and teaching strategies for introductory quantum mechanics is needed. For this review, 74 articles were selected and analyzed for the misconceptions, research tools, teaching strategies and multimedia applications investigated. Outcomes were categorized according to their contribution to the various subtopics of quantum mechanics. Analysis shows that students have difficulty relating quantum physics to physical reality. It also shows that the teaching of complex quantum behavior, such as time dependence, superposition and the measurement problem, has barely been investigated for the secondary and lower undergraduate level. At the secondary school level, this review shows a need to investigate student difficulties concerning wave functions and potential wells. Investigation of research tools shows the necessity for the development of assessment tools for secondary and lower undergraduate education, which cover all major topics and are suitable for statistical analysis. Furthermore, this review shows the existence of very diverse ideas concerning teaching strategies for quantum mechanics and a lack of research into which strategies promote understanding. This review underlines the need for more empirical research into student difficulties, teaching strategies, activities and research tools intended for a conceptual approach for quantum mechanics.
Highlights
Quantum mechanics has gained a strong position in physics research and its applications
This article underlines the need for more empirical research into student difficulties, teaching strategies, activities, and research tools intended for a conceptual approach for quantum mechanics
In this paper we presented an overview of existing knowledge on student difficulties, research tools for investigation of conceptual understanding, and teaching strategies
Summary
Quantum mechanics has gained a strong position in physics research and its applications. The introduction of probability, uncertainty, and superposition, which are essential for understanding quantum mechanics, is highly nontrivial These concepts are counterintuitive and conflict with the classical world view that is familiar to most students. Several initiatives have been taken to improve students’ understanding of quantum mechanics and resolve problems encountered in teaching quantum mechanics, including a review of misconceptions of upper level undergraduate students [15]. We reviewed articles covering educational research on quantum mechanics for the secondary and lower undergraduate level, aiming to answer the following question: What is the current state of research on students’ understanding, teaching strategies, and assessment methods for the main concepts of quantum mechanics, aimed at secondary and lower undergraduate education?. The overview presented in this article comprises (i) students’ misconceptions and difficulties, (ii) researchbased tools to analyze student understanding, and (iii) assessed instructional strategies, activities, and multimedia applications that improve student understanding
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