Interpretation in quantum physics as hidden curriculum
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Prior research has demonstrated how the realist perspectives of classical physics students can translate into specific beliefs about quantum phenomena when taking an introductory modern physics course. Student beliefs regarding the interpretation of quantum mechanics often vary by context, and are most often in alignment with instructional goals in topic areas where instructors are explicit in promoting a particular perspective. Moreover, students are more likely to maintain realist perspectives in topic areas where instructors are less explicit in addressing interpretive themes, thereby making such issues part of a hidden curriculum. We discuss various approaches to addressing student perspectives and interpretive themes in a modern physics course, and explore the associated impacts on student thinking.
Baily , C & Finkelstein , N D 2010 , Interpretation in quantum physics as hidden curriculum . in C Singh , M Sabella & S Rebello (eds) , 2010 Physics Education Research Conference . AIP Conference Proceedings , vol. 1289 , American Institute of Physics , Melville, NY, USA , pp. 69-72 , Physics Education Research Conference 2010 , Portland, Oregon , United States , 21/07/10 . https://doi.org/10.1063/1.3515251conference
2010 Physics Education Research Conference
Copyright 2010 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. 1289, pp. 69-72 and may be found at http://link.aip.org/link/doi/10.1063/1.3515251
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