Teaching and understanding of quantum interpretations in modern physics courses

Just as expert physicists vary in their personal stances on interpretation in quantum mechanics, instructors vary on whether and how to teach interpretations of quantum phenomena in introductory modern physics courses. In this paper, we document variations in instructional approaches with respect to interpretation in two similar modern physics courses recently taught at the University of Colorado, and examine associated impacts on student perspectives regarding quantum physics. We find students are more likely to prefer realist interpretations of quantum-mechanical systems when instructors are less explicit in addressing student ontologies. We also observe contextual variations in student beliefs about quantum systems, indicating that instructors who choose to address questions of ontology in quantum mechanics should do so explicitly across a range of topics.

Figure 1

The occurrence of lecture slides for both PHYS3 courses by topic (as listed in Table ) for each of the themes described in Table .

Figure 2

The ratio of point totals from topic area B for each interpretive theme to the total number of slides used during these lectures. Error bars represent the standard error on the proportion.

Figure 3

A lecture slide as used in PHYS3A during the discussion of photons.

Figure 4

A lecture slide from PHYS3A (left, Infinite Square Well) and one from PHYS3B (right, Particle in a Box).

Figure 5

A sequence of screenshots from the Quantum Wave Interference simulation.

Figure 6

Results for an essay question concerning interpretation in the double-slit experiment for each of the two modern physics courses ($N\sim 60$ for each course and error bars represent the standard error on the proportion). See online supplement for additional data from multiple semesters.

Figure 7

Student responses to an attitudes statement on atomic electrons for each of the two modern physics courses at pre- and postinstruction ($N\sim 60$ for each course and error bars represent the standard error on the proportion). See online supplement for additional data from multiple semesters.

Figure 8

Combined student responses from both courses to the statement on atomic electrons, grouped by how students responded to the essay question on the double-slit experiment (error bars represent the standard error on the proportion).