Redish, Wittmann, Bao & Steinberg, NARST Annual Meeting (1999)

The Influence of Student Understanding of Classical Physics when Learning Quantum Physics

E. F. Redish, M. C. Wittmann, L. Bao & R. N. Steinberg, Research on the Teaching and Learning of Quantum Sciences, NARST Annual Meeting, Boston, MA (1999).

Abstract: Understanding quantum mechanics is of growing importance, not just to future physicists, but to future engineers, chemists, and biologists. Fields in which understanding quantum mechanics is important include photonics, mesoscopic engineering, and medical diagnostics. It is therefore not surprising that quantum is being taught more often to more students starting as early as high school. However, quantum mechanics is difficult and abstract. Furthermore, understanding many classical concepts is prerequisite to a meaningful understanding of quantum systems.

In this paper, we describe research results of two examples of the influence of student understanding of classical concepts when learning quantum mechanics. for each example, we describe difficulties students have in the classical regime and how these difficulties seem to impair student learning of quantum concepts. We briefly discuss how these difficulties can be addressed.

Obviously the examples described in this paper are not intended to be exhaustive. Instead, we have two objectives. The first is to highlight the importance of having a strong conceptual base when learning more advanced topics in physics. The second is to illustrate the importance of continuously and systematically probing student learning by using the tools of physics education research.

Redish, Steinberg & Wittmann, Am J Phys (2002)

Investigating student understanding of quantum physics: Spontaneous models of conductivity

E. F. Redish, R. N. Steinberg & M. C. Wittmann, Am J Phys, 70(3), p 218-226 (2002). (html version)

Abstract: Students are taught several models of conductivity, both at the introductory and the advanced level. From early macroscopic models of current flow in circuits, through the discussion of microscopic particle descriptions of electrons flowing in an atomic lattice, to the development of microscopic nonlocalized band diagram descriptions in advanced physics courses, they need to be able to distinguish between commonly used, though sometimes contradictory, physical models. In investigations of student reasoning about models of conduction, we find that students often are unable to account for the existence of free electrons in a conductor and create models that lead to incorrect predictions and responses contradictory to expert descriptions of the physics. We have used these findings as a guide to creating curriculum materials that we show can be effective helping students to apply the different conduction models more effectively.

Bao & Redish, Am J Phys (2002)

Understanding probabilistic interpretations of physical systems: A prerequisite to learning quantum physics

L. Bao & E. F. Redish, Am J Phys, 70(3), p 210-217 (2002). (html version)

Abstract: Probability plays a critical role in making sense of quantum physics, but most science and engineering undergraduates have very little experience with the topic. A probabilistic interpretation of a physical system, even at a classical level, is often completely new to them, and the relevant fundamental concepts such as the probability distribution and probability density are rarely understood. To address these difficulties and to help students build a model of how to think about probability in physical systems, we have developed a set of hands-on tutorial activities appropriate for use in a modern physics course for engineers. We discuss some student difficulties with probability concepts and an instructional approach that uses a random picture metaphor and digital video technology.