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dc.contributor.authorBaily, Charles
dc.contributor.authorFinkelstein, Noah D.
dc.contributor.editorHenderson, Charles
dc.contributor.editorSabella, Mel
dc.contributor.editorHsu, Leon
dc.date.accessioned2013-05-15T21:01:08Z
dc.date.available2013-05-15T21:01:08Z
dc.date.issued2008
dc.identifier.citationBaily , C & Finkelstein , N D 2008 , Student perspectives in quantum physics . in C Henderson , M Sabella & L Hsu (eds) , 2008 Physics Education Research Conference . AIP Conference Proceedings , vol. 1064 , American Institute of Physics , Melville, NY, USA , pp. 67-70 , Physics Education Research Conference 2008 , Edmonton , Canada , 23/07/08 . https://doi.org/10.1063/1.3021275en
dc.identifier.citationconferenceen
dc.identifier.isbn978-0-7354-0594-3
dc.identifier.issn0094-243X
dc.identifier.otherPURE: 52808328
dc.identifier.otherPURE UUID: ccd1173a-31c2-4167-99d5-7dedb3f6314f
dc.identifier.otherScopus: 57049169893
dc.identifier.otherORCID: /0000-0001-6213-503X/work/41932050
dc.identifier.urihttp://hdl.handle.net/10023/3525
dc.description.abstractIntroductory courses in classical physics are promoting in students a realist perspective, made up in part by the belief that all physical properties of a 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 framings of epistemic and ontological resources 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/post instruction evaluations using the CLASS attitude survey. We further characterize variations in student epistemic and ontological commitments by examining responses to an essay question, 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 perspective is needed. We also find that this effect can be significantly influenced by instruction, where we observe variations for courses with differing learning goals.
dc.format.extent4
dc.language.isoeng
dc.publisherAmerican Institute of Physics
dc.relation.ispartof2008 Physics Education Research Conferenceen
dc.relation.ispartofseriesAIP Conference Proceedingsen
dc.rightsCopyright 2008 American Institute of Physics. This article may be downloaded for personal use only. Any other use requires prior permission of the author and the American Institute of Physics. The article appeared in AIP Conf. Proc. 1064, pp. 67-70 and may be found at http://dx.doi.org/10.1063/1.3021275en
dc.subjectPhysics education researchen
dc.subjectquantum mechanicsen
dc.subjectmeasurementen
dc.subjectPhET simulationsen
dc.subjectQC Physicsen
dc.subjectLB Theory and practice of educationen
dc.subject.lccQCen
dc.subject.lccLBen
dc.titleStudent perspectives in quantum physicsen
dc.typeConference itemen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews.School of Physics and Astronomyen
dc.identifier.doihttps://doi.org/10.1063/1.3021275
dc.identifier.urlhttp://www.compadre.org/per/items/detail.cfm?ID=7998en


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