A study of pre- and inservice physics teachers' understanding of photoelectric phenomenon as part of the development of a research-based quantum physics course
Am. J. Phys. 77, 658 (2009), DOI:10.1119/1.3129093
Mervi A. Asikainen and Pekka E. Hirvonen
We describe the development of a research-based quantum physics course for physics teachers. A case study approach is used to study the effect of the course on preservice and inservice teachers' understanding of the photoelectric effect. Results offer new insights into the learning of the photoelectric effect by providing a detailed description of the participant understanding. The learning outcomes achieved indicate that the instructional approach and the teaching–learning procedure used in the course can help preservice and inservice teachers attain an in-depth understanding of key quantum physics concepts.
Showing posts with label quantum. Show all posts
Showing posts with label quantum. Show all posts
2009-06-12
2009-04-19
Wuttiprom Sharma Johnston Chitaree Soankwan - IJSE 2008
Development and Use of a Conceptual Survey in Introductory Quantum Physics
International Journal of Science Education, Volume 31, Issue 5 March 2009 , pages 631 - 654
Sura Wuttiprom; Manjula Devi Sharma; Ian D. Johnston; Ratchapak Chitaree; Chernchok Soankwan
Conceptual surveys have become increasingly popular at many levels to probe various aspects of science education research such as measuring student understanding of basic concepts and assessing the effectiveness of pedagogical material. The aim of this study was to construct a valid and reliable multiple-choice conceptual survey to investigate students' understanding of introductory quantum physics concepts. We examined course syllabi to establish content coverage, consulted with experts to extract fundamental content areas, and trialled open-ended questions to determine how the selected content areas align with students' difficulties. The questions were generated and trialled with different groups of students. Each version of the survey was critiqued by a group of discipline and teaching experts to establish its validity. The survey was administered to 312 students at the University of Sydney. Using the data from this sample, we performed five statistical tests (item difficulty index, item discrimination index, item point biserial coefficient, KR-21 reliability test, and Ferguson's delta) to evaluate the test's reliability and discriminatory power. The result indicates that our survey is a reliable test. This study also provided data from which preliminary findings were drawn on students' understandings of introductory quantum physics concepts. The main point is that questions which require an understanding of the standard interpretations of quantum physics are more challenging for students than those grouped as non-interpretative. The division of conceptual questions into interpretive and non-interpretive needs further exploration.
DOI: 10.1080/09500690701747226
International Journal of Science Education, Volume 31, Issue 5 March 2009 , pages 631 - 654
Sura Wuttiprom; Manjula Devi Sharma; Ian D. Johnston; Ratchapak Chitaree; Chernchok Soankwan
Conceptual surveys have become increasingly popular at many levels to probe various aspects of science education research such as measuring student understanding of basic concepts and assessing the effectiveness of pedagogical material. The aim of this study was to construct a valid and reliable multiple-choice conceptual survey to investigate students' understanding of introductory quantum physics concepts. We examined course syllabi to establish content coverage, consulted with experts to extract fundamental content areas, and trialled open-ended questions to determine how the selected content areas align with students' difficulties. The questions were generated and trialled with different groups of students. Each version of the survey was critiqued by a group of discipline and teaching experts to establish its validity. The survey was administered to 312 students at the University of Sydney. Using the data from this sample, we performed five statistical tests (item difficulty index, item discrimination index, item point biserial coefficient, KR-21 reliability test, and Ferguson's delta) to evaluate the test's reliability and discriminatory power. The result indicates that our survey is a reliable test. This study also provided data from which preliminary findings were drawn on students' understandings of introductory quantum physics concepts. The main point is that questions which require an understanding of the standard interpretations of quantum physics are more challenging for students than those grouped as non-interpretative. The division of conceptual questions into interpretive and non-interpretive needs further exploration.
DOI: 10.1080/09500690701747226
2009-03-24
Bailey Finkelstein - PRST-PER 2009
Development of quantum perspectives in modern physics
Phys. Rev. ST Phys. Educ. Res. 5, 010106 (2009)
DOI: 10.1103/PhysRevSTPER.5.010106
Charles Baily and Noah D. Finkelstein
Introductory undergraduate courses in classical physics stress a perspective that can be characterized as realist; from this perspective, all physical properties of a classical system can be simultaneously specified and thus determined at all future times. Such a perspective can be problematic for introductory quantum physics students, who must develop new perspectives in order to properly interpret what it means to have knowledge of quantum systems. We document this evolution in student thinking in part through pre- and post-instruction evaluations using the Colorado Learning Attitudes about Science Survey. We further characterize variations in student epistemic and ontological commitments by examining responses to two essay questions, coupled with responses to supplemental quantum attitude statements. We find that, after instruction in modern physics, many students are still exhibiting a realist perspective in contexts where a quantum-mechanical perspective is needed. We further find that this effect can be significantly influenced by instruction, where we observe variations for courses with differing learning goals. We also note that students generally do not employ either a realist or a quantum perspective in a consistent manner.
Phys. Rev. ST Phys. Educ. Res. 5, 010106 (2009)
DOI: 10.1103/PhysRevSTPER.5.010106
Charles Baily and Noah D. Finkelstein
Introductory undergraduate courses in classical physics stress a perspective that can be characterized as realist; from this perspective, all physical properties of a classical system can be simultaneously specified and thus determined at all future times. Such a perspective can be problematic for introductory quantum physics students, who must develop new perspectives in order to properly interpret what it means to have knowledge of quantum systems. We document this evolution in student thinking in part through pre- and post-instruction evaluations using the Colorado Learning Attitudes about Science Survey. We further characterize variations in student epistemic and ontological commitments by examining responses to two essay questions, coupled with responses to supplemental quantum attitude statements. We find that, after instruction in modern physics, many students are still exhibiting a realist perspective in contexts where a quantum-mechanical perspective is needed. We further find that this effect can be significantly influenced by instruction, where we observe variations for courses with differing learning goals. We also note that students generally do not employ either a realist or a quantum perspective in a consistent manner.
2008-10-08
McKagan Perkins Wieman - Phys Rev 2008
Deeper look at student learning of quantum mechanics: The case of tunneling
Phys. Rev. ST Phys. Educ. Res. 4, 020103 (2008)
S. B. McKagan, K. K. Perkins, and C. E. Wieman
We report on a large-scale study of student learning of quantum tunneling in four traditional and four transformed modern physics courses. In the transformed courses, which were designed to address student difficulties found in previous research, students still struggle with many of the same issues found in other courses. However, the reasons for these difficulties are more subtle, and many new issues are brought to the surface. By explicitly addressing how to build models of wave functions and energy and how to relate these models to real physical systems, we have opened up a floodgate of deep and difficult questions as students struggle to make sense of these models. We conclude that the difficulties found in previous research are the tip of the iceberg, and the real issue at the heart of student difficulties in learning quantum tunneling is the struggle to build the complex models that are implicit in experts’ understanding but often not explicitly addressed in instruction.
(Note that a pre-print of this paper was already listed on this blog. See here.)
Phys. Rev. ST Phys. Educ. Res. 4, 020103 (2008)
S. B. McKagan, K. K. Perkins, and C. E. Wieman
We report on a large-scale study of student learning of quantum tunneling in four traditional and four transformed modern physics courses. In the transformed courses, which were designed to address student difficulties found in previous research, students still struggle with many of the same issues found in other courses. However, the reasons for these difficulties are more subtle, and many new issues are brought to the surface. By explicitly addressing how to build models of wave functions and energy and how to relate these models to real physical systems, we have opened up a floodgate of deep and difficult questions as students struggle to make sense of these models. We conclude that the difficulties found in previous research are the tip of the iceberg, and the real issue at the heart of student difficulties in learning quantum tunneling is the struggle to build the complex models that are implicit in experts’ understanding but often not explicitly addressed in instruction.
(Note that a pre-print of this paper was already listed on this blog. See here.)
2008-06-18
Carr McKagan - arxiv.org 2008
Graduate Quantum Mechanics Reform
arxiv.org, submitted to American Journal of Physics
L. D. Carr and S. B. McKagan
We address four main areas in which graduate quantum mechanics education in the U.S. can be improved: course content; textbook; teaching methods; and assessment tools. We report on a three year longitudinal study at the Colorado School of Mines using innovations in all four of these areas. In particular, we have modified the content of the course to reflect progress in the field in the last 50 years, use modern textbooks that include such content, incorporate a variety of teaching techniques based on physics education research, and used a variety of assessment tools to study the effectiveness of these reforms. We present a new assessment tool, the Graduate Quantum Mechanics Conceptual Survey, and further testing of a previously developed assessment tool, the Quantum Mechanics Conceptual Survey (QMCS). We find that graduate students respond well to research-based techniques that have previously been tested mainly in introductory courses, and that they learn a great deal of the new content introduced in each version of the course. We also find that students' ability to answer conceptual questions about graduate quantum mechanics is highly correlated with their ability to solve calculational problems on the same topics. On the other hand, we find that students' understanding of basic undergraduate quantum mechanics concepts at the modern physics level is not improved by instruction at the graduate level.
arxiv.org, submitted to American Journal of Physics
L. D. Carr and S. B. McKagan
We address four main areas in which graduate quantum mechanics education in the U.S. can be improved: course content; textbook; teaching methods; and assessment tools. We report on a three year longitudinal study at the Colorado School of Mines using innovations in all four of these areas. In particular, we have modified the content of the course to reflect progress in the field in the last 50 years, use modern textbooks that include such content, incorporate a variety of teaching techniques based on physics education research, and used a variety of assessment tools to study the effectiveness of these reforms. We present a new assessment tool, the Graduate Quantum Mechanics Conceptual Survey, and further testing of a previously developed assessment tool, the Quantum Mechanics Conceptual Survey (QMCS). We find that graduate students respond well to research-based techniques that have previously been tested mainly in introductory courses, and that they learn a great deal of the new content introduced in each version of the course. We also find that students' ability to answer conceptual questions about graduate quantum mechanics is highly correlated with their ability to solve calculational problems on the same topics. On the other hand, we find that students' understanding of basic undergraduate quantum mechanics concepts at the modern physics level is not improved by instruction at the graduate level.
2008-03-29
QuantumDidactics.net - 2008
QuantumDidactics.net
Johan Falk, Uppsala
It's a collection of all the online PER results on quantum that he could find (so far) and seems like an excellent resource for those who wish to pursue PER in quantum physics topics. Check it out!
Johan Falk, Uppsala
On this website you can find articles, theses, conference papers and other resources presenting research into the teaching and learning of quantum mechanics.
The purpose of this website is to make it easier for physics education researchers and quantum mechanics teachers to find relevant information on research into teaching and learning quantum mechanics.
It's a collection of all the online PER results on quantum that he could find (so far) and seems like an excellent resource for those who wish to pursue PER in quantum physics topics. Check it out!
2008-03-18
McKagan Perkins Dubson Mailey Reid LeMaster Wieman - AJP 2008
Developing and researching PhET simulations for teaching quantum mechanics.
American Journal of Physics, Volume 76, Number 4 (April 2008), pp. 406-417
S. B. McKagan, K. K. Perkins, M. Dubson, C. Malley, S. Reid, R. LeMaster, C. E. Wieman
Quantum mechanics is counterintuitive, difficult to visualize, mathematically challenging, and abstract. The Physics Education Technology (PhET) Project now includes 18 simulations on quantum mechanics designed to improve the learning of this subject. These simulations include several key features to help students build mental models and intuition about quantum mechanics: visual representations of abstract concepts and microscopic processes that cannot be directly observed, interactive environments that directly couple students’ actions to animations, connections to everyday life, and efficient calculations so that students can focus on the concepts rather than the mathematics. Like all PhET simulations, these are developed using the results of research and feedback from educators, and are tested in student interviews and classroom studies. This article provides an overview of the PhET quantum simulations and their development. We also describe research demonstrating their effectiveness and discuss some insights about student thinking.
American Journal of Physics, Volume 76, Number 4 (April 2008), pp. 406-417
S. B. McKagan, K. K. Perkins, M. Dubson, C. Malley, S. Reid, R. LeMaster, C. E. Wieman
Quantum mechanics is counterintuitive, difficult to visualize, mathematically challenging, and abstract. The Physics Education Technology (PhET) Project now includes 18 simulations on quantum mechanics designed to improve the learning of this subject. These simulations include several key features to help students build mental models and intuition about quantum mechanics: visual representations of abstract concepts and microscopic processes that cannot be directly observed, interactive environments that directly couple students’ actions to animations, connections to everyday life, and efficient calculations so that students can focus on the concepts rather than the mathematics. Like all PhET simulations, these are developed using the results of research and feedback from educators, and are tested in student interviews and classroom studies. This article provides an overview of the PhET quantum simulations and their development. We also describe research demonstrating their effectiveness and discuss some insights about student thinking.
Singh - AJP 2008
Interactive learning tutorials on quantum mechanics
American Journal of Physics, Volume 76, Number 4 (April 2008), pp. 400-405
Chandralekha Singh
We discuss the development and evaluation of quantum interactive learning tutorials (QuILTs), which are suitable for undergraduate courses in quantum mechanics. QuILTs are based on the investigation of student difficulties in learning quantum physics. They exploit computer-based visualization tools and help students build links between the formal and conceptual aspects of quantum physics without compromising the technical content. They can be used both as supplements to lectures or as self-study tools.
American Journal of Physics, Volume 76, Number 4 (April 2008), pp. 400-405
Chandralekha Singh
We discuss the development and evaluation of quantum interactive learning tutorials (QuILTs), which are suitable for undergraduate courses in quantum mechanics. QuILTs are based on the investigation of student difficulties in learning quantum physics. They exploit computer-based visualization tools and help students build links between the formal and conceptual aspects of quantum physics without compromising the technical content. They can be used both as supplements to lectures or as self-study tools.
2008-03-07
McKagan Perkins Wieman - Phys Rev 2008
Why we should teach the Bohr model and how to teach it effectively
Phys. Rev. ST Phys. Educ. Res. 4, 010103 (2008)
S.B. McKagan, K.K. Perkins, C. E. Wieman
Some education researchers have claimed that we should not teach the Bohr model of the atom because it inhibits students’ ability to learn the true quantum nature of electrons in atoms. Although the evidence for this claim is weak, many have accepted it. This claim has implications for how to present atoms in classes ranging from elementary school to graduate school. We present results from a study designed to test this claim by developing a curriculum on models of the atom, including the Bohr and Schrödinger models. We examine student descriptions of atoms on final exams in transformed modern physics classes using various versions of this curriculum. We find that if the curriculum does not include sufficient connections between different models, many students still have a Bohr-like view of atoms rather than a more accurate Schrödinger model. However, with an improved curriculum designed to develop model-building skills and with better integration between different models, it is possible to get most students to describe atoms using the Schrödinger model. In comparing our results with previous research, we find that comparing and contrasting different models is a key feature of a curriculum that helps students move beyond the Bohr model and adopt Schrödinger’s view of the atom. We find that understanding the reasons for the development of models is much more difficult for students than understanding the features of the models. We also present interactive computer simulations designed to help students build models of the atom more effectively.
Phys. Rev. ST Phys. Educ. Res. 4, 010103 (2008)
S.B. McKagan, K.K. Perkins, C. E. Wieman
Some education researchers have claimed that we should not teach the Bohr model of the atom because it inhibits students’ ability to learn the true quantum nature of electrons in atoms. Although the evidence for this claim is weak, many have accepted it. This claim has implications for how to present atoms in classes ranging from elementary school to graduate school. We present results from a study designed to test this claim by developing a curriculum on models of the atom, including the Bohr and Schrödinger models. We examine student descriptions of atoms on final exams in transformed modern physics classes using various versions of this curriculum. We find that if the curriculum does not include sufficient connections between different models, many students still have a Bohr-like view of atoms rather than a more accurate Schrödinger model. However, with an improved curriculum designed to develop model-building skills and with better integration between different models, it is possible to get most students to describe atoms using the Schrödinger model. In comparing our results with previous research, we find that comparing and contrasting different models is a key feature of a curriculum that helps students move beyond the Bohr model and adopt Schrödinger’s view of the atom. We find that understanding the reasons for the development of models is much more difficult for students than understanding the features of the models. We also present interactive computer simulations designed to help students build models of the atom more effectively.
2008-02-22
McKagan Perkins Wieman - arxiv.org 2008
This paper has been updated, click here for PRST-PER publication.
A Deeper Look at Student Learning of Quantum Mechanics: the Case of Tunneling
arxiv.org
S. B. McKagan, K. K. Perkins, and C. E. Wieman
We report on a qualitative study of student learning of quantum tunneling in traditional and reformed modern physics courses. In the reformed courses, which were designed to address student difficulties found in previous research, students still struggle with many of the same issues found in other courses, but the reasons for these difficulties are more subtle, and many new issues are brought to the surface. By explicitly discussing how to build models of potential energy and relate these models to real physical systems, we have opened up a floodgate of deep and difficult questions as students struggle to make sense of these models. We conclude that the difficulties found in previous research are the tip of the iceberg, and the real issue at the heart of student difficulties in learning quantum tunneling is the struggle to build the complex models that are implicit in experts' understanding but often not discussed explicitly with students.
License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
A Deeper Look at Student Learning of Quantum Mechanics: the Case of Tunneling
arxiv.org
S. B. McKagan, K. K. Perkins, and C. E. Wieman
We report on a qualitative study of student learning of quantum tunneling in traditional and reformed modern physics courses. In the reformed courses, which were designed to address student difficulties found in previous research, students still struggle with many of the same issues found in other courses, but the reasons for these difficulties are more subtle, and many new issues are brought to the surface. By explicitly discussing how to build models of potential energy and relate these models to real physical systems, we have opened up a floodgate of deep and difficult questions as students struggle to make sense of these models. We conclude that the difficulties found in previous research are the tip of the iceberg, and the real issue at the heart of student difficulties in learning quantum tunneling is the struggle to build the complex models that are implicit in experts' understanding but often not discussed explicitly with students.
License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
2008-02-12
Singh - AJP 2008
Student understanding of quantum mechanics at the beginning of graduate instruction
American Journal of Physics -- March 2008 -- Volume 76, Issue 3, pp. 277-287
Chandralekha Singh
A survey was developed to probe student understanding of quantum mechanics at the beginning of graduate instruction. The survey was administered to 202 physics graduate students enrolled in first-year quantum mechanics courses from seven universities at the beginning of the first semester. We also conducted one-on-one interviews with fifteen graduate or advanced undergraduate students who had just completed a course in which all the content on the survey was covered. Although students from some universities performed better on average than others, we found that students share universal difficulties understanding the concepts of quantum mechanics. The difficulties were often due to overgeneralizations of concepts learned in one context to other contexts where they are not directly applicable. Difficulties in distinguishing between closely related concepts and making sense of the formalism of quantum mechanics were common. The results of this study can sensitize instructors of first-year graduate quantum physics to some of the difficulties students are likely to face.
doi:10.1119/1.2825387
American Journal of Physics -- March 2008 -- Volume 76, Issue 3, pp. 277-287
Chandralekha Singh
A survey was developed to probe student understanding of quantum mechanics at the beginning of graduate instruction. The survey was administered to 202 physics graduate students enrolled in first-year quantum mechanics courses from seven universities at the beginning of the first semester. We also conducted one-on-one interviews with fifteen graduate or advanced undergraduate students who had just completed a course in which all the content on the survey was covered. Although students from some universities performed better on average than others, we found that students share universal difficulties understanding the concepts of quantum mechanics. The difficulties were often due to overgeneralizations of concepts learned in one context to other contexts where they are not directly applicable. Difficulties in distinguishing between closely related concepts and making sense of the formalism of quantum mechanics were common. The results of this study can sensitize instructors of first-year graduate quantum physics to some of the difficulties students are likely to face.
doi:10.1119/1.2825387
2008-01-30
Muller Sharma Eklund Reimann - Instructional Science 2007
Conceptual change through vicarious learning in an authentic physics setting
Instructional Science 35(6), p. 519-533
Derek A. Muller, Manjula D. Sharma, John Eklund, and Peter Reimann
Email: muller@physics.usyd.edu.au
Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account students’ alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine how well students of quantum mechanics could learn ‘vicariously’ by watching a student-tutor dialogue based on alternative conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic, and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments and were tested before and after watching the video during a lecture. Results show a statistically significant (p < .01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video.
DOI: 10.1007/s11251-007-9017-6
Instructional Science 35(6), p. 519-533
Derek A. Muller, Manjula D. Sharma, John Eklund, and Peter Reimann
Email: muller@physics.usyd.edu.au
Recent research on principles of best practice for designing effective multimedia instruction has rarely taken into account students’ alternative conceptions, which are known to strongly influence learning. The goal of this study was to determine how well students of quantum mechanics could learn ‘vicariously’ by watching a student-tutor dialogue based on alternative conceptions. Two video treatments were created to summarize key aspects of quantum tunneling, a fundamental quantum mechanical phenomenon. One video depicted a student-tutor dialogue, incorporating many of the common alternative conceptions on the topic, and resolving inconsistencies in reasoning through discussion. The other presented the same correct physics material in an expository style without alternative conceptions. Second year physics students were randomly assigned to one of the two treatments and were tested before and after watching the video during a lecture. Results show a statistically significant (p < .01) advantage for the learners in the dialogue treatment (d = 0.71). Follow-up interviews of students yielded insight into the affective and cognitive benefits of the dialogue video.
DOI: 10.1007/s11251-007-9017-6
2007-10-30
McKagan et al - arxiv.org 2007
Developing and Researching PhET simulations for Teaching Quantum Mechanics
arxiv.org posting
S. B. McKagan, K. K. Perkins, M. Dubson, C. Malley, S. Reid, R. LeMaster, C. E. Wieman
(Submitted on 27 Sep 2007)
Quantum mechanics is difficult to learn because it is counterintuitive, hard to visualize, mathematically challenging, and abstract. The Physics Education Technology (PhET) Project, known for its interactive computer simulations for teaching and learning physics, now includes 17 simulations on quantum mechanics designed to improve learning of this difficult subject. Our simulations include several key features that help students build mental models and intuitions about quantum mechanics: visual representations of abstract concepts and microscopic processes that cannot be directly observed, interactive environments that directly couple students' actions to animations, connections to everyday life, and efficient calculations so students can focus on the concepts rather than the math. Like all PhET simulations, these are developed using the results of education research and feedback from educators, and are tested in student interviews and classroom studies. This article provides an overview of the PhET quantum simulations and their development. We describe research demonstrating their effectiveness in helping students overcome well-known difficulties, build vivid mental models of quantum phenomena, and understand key concepts. We also share some insights about student thinking we have gained from our research on quantum simulations.
Comments: submitted to American Journal of Physics
Subjects: Physics Education (physics.ed-ph)
Cite as: arXiv:0709.4503v1 [physics.ed-ph]
arxiv.org posting
S. B. McKagan, K. K. Perkins, M. Dubson, C. Malley, S. Reid, R. LeMaster, C. E. Wieman
(Submitted on 27 Sep 2007)
Quantum mechanics is difficult to learn because it is counterintuitive, hard to visualize, mathematically challenging, and abstract. The Physics Education Technology (PhET) Project, known for its interactive computer simulations for teaching and learning physics, now includes 17 simulations on quantum mechanics designed to improve learning of this difficult subject. Our simulations include several key features that help students build mental models and intuitions about quantum mechanics: visual representations of abstract concepts and microscopic processes that cannot be directly observed, interactive environments that directly couple students' actions to animations, connections to everyday life, and efficient calculations so students can focus on the concepts rather than the math. Like all PhET simulations, these are developed using the results of education research and feedback from educators, and are tested in student interviews and classroom studies. This article provides an overview of the PhET quantum simulations and their development. We describe research demonstrating their effectiveness in helping students overcome well-known difficulties, build vivid mental models of quantum phenomena, and understand key concepts. We also share some insights about student thinking we have gained from our research on quantum simulations.
Comments: submitted to American Journal of Physics
Subjects: Physics Education (physics.ed-ph)
Cite as: arXiv:0709.4503v1 [physics.ed-ph]
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