Interpretation in quantum physics as hidden curriculum

Charles Baily, Noah D. Finkelstein

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Citations (Scopus)
4 Downloads (Pure)

Abstract

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.
Original languageEnglish
Title of host publication2010 Physics Education Research Conference
EditorsChandralekha Singh, Mel Sabella, Sanjay Rebello
Place of PublicationMelville, NY, USA
PublisherAmerican Institute of Physics
Pages69-72
Number of pages4
ISBN (Print)978-0-7354-0844-9
DOIs
Publication statusPublished - 24 Sept 2010
EventPhysics Education Research Conference 2010 - Portland, Oregon, United States
Duration: 21 Jul 201022 Jul 2010

Publication series

NameAIP Conference Proceedings
PublisherAmericn Institute of Physics
Volume1289
ISSN (Print)0094-243X

Conference

ConferencePhysics Education Research Conference 2010
Country/TerritoryUnited States
CityPortland, Oregon
Period21/07/1022/07/10

Keywords

  • Physics education research
  • Quantum mechanics
  • Modern physics

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