Students’ epistemological framing in quantum mechanics problem solving

Students’ difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics problems in an upper-division physics course. Using the lens of epistemological framing, we investigated four frames in our observational data: algorithmic math, conceptual math, algorithmic physics, and conceptual physics. We discuss the characteristics of each frame as well as causes for transitions between different frames, arguing that productive problem solving may occur in any frame as long as students transition appropriately between frames. Our work extends epistemological framing theory on how students frame discussions in upper-division physics courses.

Figure 1

Math-physics-algorithmic-conceptual theoretical framework. The horizontal axis indicates the algorithmic and conceptual directions. The vertical axis represents the math versus physics directions. Each quadrant is labeled.

Figure 2

Group problem solving in the algorithmic math frame.

Figure 3

Diagram of students’ solution in algorithmic math frame.