Case Study of a Successful Learner's Epistemological Framings of Quantum Mechanics

Autor/inn/en	Dini, Vesal; Hammer, David
Titel	Case Study of a Successful Learner's Epistemological Framings of Quantum Mechanics
Quelle	In: Physical Review Physics Education Research, 13 (2017) 1, S.010124-1 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
DOI	10.1103/PhysRevPhysEducRes.13.010124
Schlagwörter	Case Studies; Epistemology; Quantum Mechanics; Probability; Graduate Students; Interviews; Introductory Courses; Mathematics; Mathematical Models; Mathematical Concepts; Physics + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Erkenntnistheorie; Quantenmechanik; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interviewing; Interviewtechnik; Einführungskurs; Mathematik; Mathematical model; Mathematisches Modell; Physik
Abstract	Research on student epistemologies in introductory courses has highlighted the importance of understanding physics as "a refinement of everyday thinking" [A. Einstein, J. Franklin Inst. 221, 349 (1936)]. That view is difficult to sustain in quantum mechanics, for students as for physicists. How might students manage the transition? In this article, we present a case study of a graduate student's approaches and reflections on learning over two semesters of quantum mechanics, based on a series of nine interviews. We recount his explicit grappling with the shift in epistemology from classical to quantum, and we argue that his success in learning largely involved his framing mathematics as expressing physical meaning. At the same time, we show he was not entirely stable in these framings, shifting away from them in particular during his study of scattering. The case speaks to literature on students' epistemologies, with respect to the roles of everyday thinking and mathematics. We discuss what this case suggests for further research, with possible implications for instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01