Abstract
In this study, consistent with the interpretivist paradigm, focus group discussions (FGDs) were used together data about tertiary physics students’ multiple ontologies / realities on wave – particle duality. Findings of the study show the need to afford tertiary physics students opportunities to critically think so that they develop ontologies which may contribute to debates aiming to solve pertinent wave – particle issues. Therefore physics educators should expose tertiary physics students to teaching and learning contexts which develop flexible ontologies about wave – particle duality. Such exposure encourages tertiary physics students to engage in exploring alternatives which may be scientifically significant.
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