Student difficulties in learning quantum mechanics

Johnston, Ian; Crawford, Kathryn; Fletcher, Peter

doi:10.1080/0950069980200404

Cited by 166 publications

(172 citation statements)

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“…Moreover, there are high-level requirements on mathematical calculation in quantum mechanics problem solving 9 . "Lengthy calculations are needed to analyze the simplest phenomena, with most real-world phenomena falling outside the realm of our ability to calculate" 18 (p.406).…”

Section: Resultsmentioning

confidence: 99%

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Engineering and Physics Students’ Perceptions About Learning Quantum Mechanics via Computer Simulations

Gong¹,

Yüksel²,

Magana³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Tugba Yuksel is a Ph.D. candidate in curriculum and Instruction department at Purdue University. She has received her B.S and M.S degrees in physics education program from Hacettepe University in Turkey. She registered to a master program in department of physics at Ankara University in Turkey. At the end of the second semester, she leave her program and came to Purdue university. She holds another M.S degree in science education from Purdue University. Her research interest is mainly on examining how undergraduate level students use their model-based reasoning in the process of learning quantum mechanics and identifying new instructional strategies which helps to support visualization and modelbased reasoning. Engineering and Physics Students' Perceptions about Learning Quantum Mechanics via Computer Simulations AbstractQuantum mechanics (QM) is an important topic in engineering and physics, necessary for both the mathematical and physical prediction and explanation of a particle's behavior at atomic and subatomic levels. Computer simulations provide an advantage for helping students make sense of abstract concepts and visualize complex phenomena in the process of developing a conceptual understanding of quantum knowledge. Students' experiences and attitudes about learning via computer simulations can inform educational design and improve content delivery. In this paper, we studied students' perspective about how simulations influenced their QM learning. Results of this study showed that most students agreed that simulations are helpful for their QM learning. The positive feedback from freshman and sophomore students focused mainly on basic interactive functions of simulations. Such functionality included: ease of operation, direct visualization, and animated demonstration. Senior level students were more critical of simulations in their descriptions, pointing out the limitations of the models behind the physical explanations and the authenticity of the computational representations. Based on these research findings, we provided recommendations to improve simulation-based instructional design. Background and Motivation

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Section: Resultsmentioning

confidence: 99%

“…At university level, Johnston and colleagues 9 examined how third-year-level students who completed traditional quantum mechanics course conceptualized wave-particle paradox, wave properties and probability. They conducted a survey consisting of open-ended, contentfocused questions.…”

Section: Background and Motivationmentioning

confidence: 99%

Engineering and Physics Students’ Perceptions About Learning Quantum Mechanics via Computer Simulations

Gong¹,

Yüksel²,

Magana³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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“…Muchas veces esto puede ser debido a que el profesorado no tiene la suficiente claridad conceptual sobre la materia que imparte (Kalkanis et al, 2003). -Otros hablan de que los conceptos involucrados en el estudio de la Física Cuántica son complejos y contraintuitivos, y es necesario tener en cuenta que un tratamiento correcto de la mecánica cuántica supone el uso de un formalismo matemático muy complejo, imposible de entender para los estudiantes de bachillerato (Johnston et al, 1998). Esta postura se acentúa cuando algunos autores afirman que la Física Cuántica solo puede ser formulada en términos de conceptos matemáticos (Gunter, 1980) o que su potencialidad explicativa solo podrá apreciarse a través de un buen manejo del formalismo (Fischler y Lichtfeldt, 1992).…”

Section: Marco Teóricounclassified

“…Sin embargo, muchas investigaciones han puesto de manifiesto la existencia de dificultades no superadas que persisten después del proceso de enseñanza-aprendizaje de la Física Cuántica (Fischler y Lichtfeldt, 1992;Gil y Solbes, 1993;Petri y Niedderer, 1998;Johnston et al 1998;Kalkanis et al, 2003). Por esto, a lo largo del trabajo intentaremos dar respuesta a los siguientes problemas: ¿Qué dificultades tienen los estudiantes de Física de 2.º de bachillerato en la comprensión de los aspectos más básicos de la Física Cuántica?…”

Section: Introductionunclassified

Dificultades en el aprendizaje y la enseñanza de la Física Cuántica en el bachillerato

Sinarcas¹,

Solbes²

2013

ensciencias

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RESUMEN: La Física Cuántica es una parte importante de la Física. En este artículo, se analiza su enseñanza-aprendizaje en el bachillerato y se muestran las principales dificultades de los estudiantes, particularmente las ontológicas y epistemológicas. El artículo argumenta razonadamente contra prác-ticas tradicionales en la enseñanza de la cuántica y, finalmente, apunta una nueva aproximación a su enseñanza.PALABRAS CLAVE: enseñanza-aprendizaje, Física Cuántica, didáctica de la Física.ABSTRACT: Quantum physics is a very important part of physics. In this paper we analyze its teaching and learning in high school and we show the students' main difficulties, particularly the ontological and epistemological. This article presents some reasoned arguments against traditional methods to teach Quantum physics. Finally, a new approach to quantum physics teaching is showed.

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“…Based upon the research studies that have identified difficulties [1][2][3][4][5][6][7][8][9], we have developed a set of research-based learning tools to help students develop a good grasp of quantum mechanics [10][11][12][13][14]. These research-based learning tools include the Quantum Interactive Learning Tutorials (QuILTs) and concept tests similar to those popularized by Mazur for introductory physics courses [15].…”

Section: Introductionmentioning

confidence: 99%

Improving student understanding of addition of angular momentum in quantum mechanics

Zhu

Singh

2013

Phys. Rev. ST Phys. Educ. Res.

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We describe the difficulties advanced undergraduate and graduate students have with concepts related to addition of angular momentum in quantum mechanics. We also describe the development and implementation of a research-based learning tool, Quantum Interactive Learning Tutorial (QuILT), to reduce these difficulties. The preliminary evaluation shows that the QuILT related to the basics of the addition of angular momentum is helpful in improving students' understanding of these concepts.

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Student difficulties in learning quantum mechanics

Cited by 166 publications

References 3 publications

Engineering and Physics Students’ Perceptions About Learning Quantum Mechanics via Computer Simulations

Engineering and Physics Students’ Perceptions About Learning Quantum Mechanics via Computer Simulations

Dificultades en el aprendizaje y la enseñanza de la Física Cuántica en el bachillerato

Improving student understanding of addition of angular momentum in quantum mechanics

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