An Experiential Program on the Foundations of Quantum Mechanics for Final-Year High-School Students

Autor/inn/en	Montagnani, Stefano; Stefanel, Alberto; Chiofalo, Maria Luisa Marilù; Santi, Lorenzo; Michelini, Marisa
Titel	An Experiential Program on the Foundations of Quantum Mechanics for Final-Year High-School Students
Quelle	In: Physics Education, 58 (2023) 3, Artikel 035003 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stefanel, Alberto) ORCID (Chiofalo, Maria Luisa Marilù) ORCID (Santi, Lorenzo) ORCID (Michelini, Marisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
Schlagwörter	Quantum Mechanics; Secondary School Science; High School Students; Scientific Concepts; Concept Formation; Educational Games; Light; Mathematics; Foreign Countries; Science Instruction; Italy + Suchen Sie Ihr Suchwort? Quantenmechanik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Concept learning; Begriffsbildung; Educational game; Lernspiel; Licht; Mathematik; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Italien
Abstract	Teaching and learning quantum mechanics is one of the most demanding educational and conceptual challenges, in particular in secondary schools where students do not possess an adequate mathematical background to effectively support the description of quantum behaviour. Educational research shows that traditional approaches, generally based on historical and narrative perspectives, are only partially effective. The reason is that they do not address in depth those basic quantum concepts that radically question the fundamentals of classical physics. A research-based educational program has been proposed to two final-year classes of an Italian scientific high school. In order to build the main concepts of quantum mechanics and their formal basic representation via real and simulated experiments, the program uses the light polarization as a context. A quantum game was then integrated in the educational program, to support students' learning. Their conceptual paths, monitored by means of tutorials and questionnaires, show significant student learning especially on the concept of state and on appropriating the formalism meaning, whereas students more frequently referred to the geometrical vector representation instead of the algebraic-analytic formula. The quantum game has emerged to support intuition and operative experience in distinguishing the foundational concepts of superposition and entanglement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01