2018
DOI: 10.1002/sce.21447
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Quantum talk: How small‐group discussions may enhance students’ understanding in quantum physics

Abstract: Quantum physics challenges our views of the physical world and describes phenomena that cannot be directly observed. The use of language is hence essential in the teaching of quantum physics.With a sociocultural view of learning, we investigate characteristics of preuniversity students' small-group discussions and their potential for enhancing understanding of quantum physics. The empirical data are 96 small-group discussions about two fundamental dilemmas: whether light can be both waves and particles, and wh… Show more

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Cited by 50 publications
(76 citation statements)
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“…Studies related to CPS competencies have mainly examined the outcomes of using the CPS framework on students' learning (Bungum, Bøe, & Henriksen, 2018;Rozenszayn & Ben-Zvi Assaraf, 2011;Tao, 1999) without considering how the group work process affected the students' learning outcomes. These studies only highlighted the improved performance of the students after the group work process.…”
Section: Introductionmentioning
confidence: 99%
“…Studies related to CPS competencies have mainly examined the outcomes of using the CPS framework on students' learning (Bungum, Bøe, & Henriksen, 2018;Rozenszayn & Ben-Zvi Assaraf, 2011;Tao, 1999) without considering how the group work process affected the students' learning outcomes. These studies only highlighted the improved performance of the students after the group work process.…”
Section: Introductionmentioning
confidence: 99%
“…If, in contrast, an upper secondary QP course also aims to develop students' ideas about science, a philosophically oriented curriculum focus offers more possibilities. The Norwegian example shows how students can get acquainted with NOS aspects like controversies about the interpretation of QP and actively participate in argumentations about philosophical aspects of QP [84][85][86]. While such integration of NOS in school physics is favored in contemporary science education literature, it seems difficult to assess it in standardized exams because there typically is no "right" or "wrong" answer.…”
Section: B Thematic Foci and Nosmentioning
confidence: 99%
“…Because, for some epistemological aspects, this would imply a preference for one philosophical perspective on QP. In this approach, we follow physics educators who emphasise that it is essential for students' QP learning to develop their own epistemological perspective (Bungum et al, 2018;Hoehn et al, 2019). Therefore we will focus on those NOS views which are relevant in the context of QP learning (see Table 1).…”
Section: Nos In Secondary Schoolmentioning
confidence: 99%
“…Considering how NOS and QP are tightly intertwined, researchers assume a positive effect of the development of students' NOS views on their conceptual understanding of QP and vice versa (Bungum et al, 2018;Garritz, 2013;Greca & Freire, 2014;Pospiech, 2003). Our research aim, therefore, is to investigate the connection between NOS views and QP learning for 12th-grade physics students.…”
Section: Creativity In Sciencementioning
confidence: 99%
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