Realism vs. Constructivism in Contemporary Physics: The Impact of the Debate on the Understanding of Quantum Theory and its Instructional Process

Abstract

In the present study we attempt to incorporate the philosophical dialogue about physical reality into the instructional process of quantum mechanics. Taking into account that both scientific realism and constructivism represent, on the basis of a rather broad spectrum, prevalent philosophical currents in the domain of science education, the compatibility of their essential commitments is examined against the conceptual structure of quantum theory. It is argued in this respect that the objects of science do not simply constitute 'personal constructions' of the human mind for interpreting nature, as individualist constructivist consider, neither do they form products of a 'social construction', as sociological constructivist assume; on the contrary, they reflect objective structural aspects of the physical world. A realist interpretation of quantum mechanics, we suggest, is not only possible but also necessary for revealing the inner meaning of the theory's scientific content. It is pointed out, however, that a viable realist interpretation of quantum theory requires the abandonment or radical revision of the classical conception of physical reality and its traditional metaphysical presuppositions. To this end, we put forward an alternative to traditional realism interpretative scheme, that is in harmony with the findings of present-day quantum theory, and which, if adequately introduced into the instructional process of contemporary physics, is expected to promote the conceptual reconstruction of learners towards an appropriate view of nature.

Insights into teaching quantum mechanics in secondary and lower undergraduate education

“…Because quantum mechanics led to fundamental changes in the way the physical world is understood and how physical reality is perceived [11], quantum mechanics education is faced with several challenges. For instance, the introduction of probability, uncertainty, and superposition, which are essential for understanding quantum mechanics, is highly nontrivial.…”

Key topics for quantum mechanics at secondary schools: a Delphi study into expert opinions

“…Because quantum mechanics entails fundamental changes in the way the physical world is understood and conflicts with students' classical thinking (Karakostas & Hadzidaki, 2005), there is need for a research-based instructional strategy that aims for conceptual understanding, comprising the key topics of quantum mechanics (Krijtenburg-Lewerissa, Pol, Brinkman, & van Joolingen, 2017). However, there is no generally accepted opinion on what to teach in introductory quantum mechanics courses, and a wide variety of topics has been explored for use in a more conceptual approach to quantum mechanics.…”

Changing Students’ Approach to Learning Physics in Postsecondary Gateway Courses

“…For example, instructional interventions designed to enhance epistemic change in learners have been designed and conducted in different subject areas such as physics (Kalman, Sobhanzadeh, Thompson, Ibrahim, & Wang, 2015); Karakostas & Hadzidaki, 2005), mathematics (Bielaczyc & Kapur, 2010;Liu, 2009;Mason & Scrivani, 2004), teacher education (Brownlee, 2003;DiPietro, 2004;Gill, 2004;Hong & Lin, 2010;Marra, 2005), or generally (Elen & Clarebout, 2001). Different strategies have been used, including epistemic games (Bielaczyc & Kapur, 2010), explicit reflection or discussion (Kalman & Rohar, 2010;Yacoubian & BouJaoude, 2010), and argumentation (McDonald, 2010).…”