Investigating students’ mental models about the quantization of light, energy, and angular momentum

This paper is the first part of a multiphase study examining students’ mental models about the quantization of physical observables—light, energy, and angular momentum. Thirty-one second-year physics and physics education college students who were taking a modern physics course participated in the study. The qualitative analysis of data revealed six variations in students’ mental models about the quantization of physical observables: scientific model, primitive scientific model, shredding model, alternating model, integrative model, and evolution model. These models were determined to be context dependent. In addition, some students are in a mixed-model state where they use multiple mental models in explaining a phenomenon and use these models inconsistently.

Figure 1

Timetable for interviews with the participants.

Figure 2

Links among the model elements required for the coherency of models.

Figure 3

The use of SM across contexts. A total of 29 students used this model.

Figure 4

The use of PSM across contexts. A total of 15 students used this model.

Figure 5

The use of ShM across contexts. A total of seven students used this model.

Figure 6

The use of AM across contexts. A total of 11 students used this model.

Figure 7

The use of IM across contexts. A total of five students used this model.

Figure 8

The use of EM across contexts. A total of two students used this model.

Figure 9

The use of NM across contexts. Students used a total of 114 NM explanations.

Figure 10

Comparison between NMs and the total number of all models used across contexts. The lower part of the bar graph presents the number of instances where NMs were used in each context (a total of 114 times), and the upper part of the bar graph presents the number of instances where mental models were in each context (a total of 69 times).