Abstract
Learning the wave-particle dualism of electrons and photons plays a central role in understanding quantum physics. Teaching it requires that the teacher is fluent in using abstract and uncommon terms. We inspect the lexical structures of pre-service teachers’ declarative knowledge about the wave-particle dualism of electrons and photons in the context of double-slit interference. The declarative knowledge is analyzed in the form of a lexical network of terms. We focus on lexical structures because, in teaching and learning, knowledge is communicated mostly through lexical structures, i.e., by speaking and writing. Using the lexical networks, we construct the lexicons used by pre-service teachers to express their knowledge of electrons and photons in the context of double-slit interference. The lexicons consist of eight different key terms, each representing a set of closely-related or synonymous terms. The lexicons by 14 pre-service teachers reveal remarkable variation and differences, and are strongly context-dependent. We also analyzed lexicons corresponding to two didactically-oriented research articles on the same topic and found that they also differ. Lexicons paralleling both texts are found among the pre-service teachers’ lexicons. However, only some of the pre-service teachers use such rich vocabulary as would indicate multi-faceted understanding of quantum entities.
Highlights
Recent science education research has placed a lot of attention on learning the wave-particle dualism of quantum entities [1,2,3,4,5]
This is partly due to the central role of wave-particle dualism in learning quantum physics, and because it concerns the very basic phenomenon of how a learner constructs mental models of a new ontological category in the absence of direct perceptions or experiences of that category
Research on learning wave-particle dualism, or more generally, on learning quantum physics, has focused on discovering students’ mental models, which are taken as structures of mind that allow cognitive simulation of reality, for example in making predictions, providing explanations and evaluating outcomes [1,2,3]
Summary
Recent science education research has placed a lot of attention on learning the wave-particle dualism of quantum entities [1,2,3,4,5] This is partly due to the central role of wave-particle dualism in learning quantum physics, and because it concerns the very basic phenomenon of how a learner constructs mental models of a new ontological category (i.e., categories of existing entities) in the absence of direct perceptions or experiences of that category. It demands a shift in the ontological nature of the basic entities of particles and waves (or fields) as they are familiar from classical physics.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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 callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
