Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
Investigation of student and faculty problem solving: An example from quantum mechanics. |
| Συγγραφείς: |
Maries, Alexandru, Sayer, Ryan, Singh, Chandralekha |
| Πηγή: |
American Journal of Physics; Jun2025, Vol. 93 Issue 6, p492-498, 7p |
| Θεματικοί όροι: |
Quantum mechanics, Problem solving, Outcome assessment (Education), Cognitive load, Critical thinking, Numerical calculations, Wave-particle duality |
| Περίληψη: |
We describe a study focusing on students' and faculty members' reasoning about problems of differing cognitive complexity related to the double-slit experiment (DSE) with single particles. In the first phase of the study, students in advanced quantum mechanics courses were asked these questions in written form. Additionally, individual interviews were conducted with ten students in which they were asked follow-up questions to make their thought processes explicit on the challenging problems. Students did well on the straightforward problem, showing they had some knowledge of the DSE after traditional instruction, but they struggled on the more complex ones. Even if explicitly asked to do so in interviews, students were often uncomfortable performing calculations or making approximations and simplifications, instead preferring to stick with their gut feeling. In the second phase of the study, the problems were broken down into more pointed questions to investigate whether students had knowledge of relevant concepts, whether they would do calculations as part of their solution approach if explicitly asked, and whether they explicitly noted using their gut feeling. While the faculty members' responses suggest that they could seamlessly move between conceptual and quantitative reasoning, most students were unable to combine concepts represented by different equations to solve the problems quantitatively. We conclude with instructional implications. Editor's Note: In an investigation of student problem solving, the authors discovered that students often chose to answer problems with their gut feelings, rather than performing a calculation or supporting their answer with conceptual reasoning. This work explores the reasons for this choice, and the paper concludes with recommendations for improvements to physics instruction. [ABSTRACT FROM AUTHOR] |
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| Βάση Δεδομένων: |
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