• Open Access

Development of quantum perspectives in modern physics

Charles Baily and Noah D. Finkelstein
Phys. Rev. ST Phys. Educ. Res. 5, 010106 – Published 23 March 2009

Abstract

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.

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  • Received 10 December 2008

DOI:https://doi.org/10.1103/PhysRevSTPER.5.010106

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Authors & Affiliations

Charles Baily and Noah D. Finkelstein

  • Department of Physics, University of Colorado, Boulder, Colorado 80309, USA

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Issue

Vol. 5, Iss. 1 — January - June 2009

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