"Classical-ish": Negotiating the boundary between classical and quantum particles
"Classical-ish": Negotiating the boundary between classical and quantum particles
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“Classical-ish”：协商经典粒子和量子粒子之间的边界
DOI：
10.1119/perc.2015.pr.023
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Andrew Elby
中科院分区：
文献类型：
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作者：
B. W. Dreyfus;E. Sohr;A. Gupta;Andrew Elby
量子力学似乎偏离了物理世界的日常经验，但建构主义理论断言，学习者从现有的思想中建立新的思想。为了探索学生如何驾驭这种紧张关系，我们研究了一个焦点小组完成关于“盒子里的粒子”的教程的视频。在对量子粒子的性质进行推理时，学生们引入了经典粒子本体的元素，这可以通过学生的语言和手势来证明。然而，当小组明确考虑经典直觉是否适用于量子系统时，这种推理受到元认知时刻的调节。学生们发现，在一些案例中，他们可以有效地将经典思想应用于量子物理学，而在另一些案例中，他们明确地将经典和量子力学进行了对比。与元认知意识协商这一边界是构建量子直觉过程的一部分。我们的数据表明，（一些）学生为这次谈判带来了有益的智力资源。
Quantum mechanics can seem like a departure from everyday experience of the physical world, but constructivist theories assert that learners build new ideas from their existing ones. To explore how students can navigate this tension, we examine video of a focus group completing a tutorial about the "particle in a box." In reasoning about the properties of a quantum particle, the students bring in elements of a classical particle ontology, evidenced by students' language and gestures. This reasoning, however, is modulated by metacognitive moments when the group explicitly considers whether classical intuitions apply to the quantum system. The students find some cases where they can usefully apply classical ideas to quantum physics, and others where they explicitly contrast classical and quantum mechanics. Negotiating this boundary with metacognitive awareness is part of the process of building quantum intuitions. Our data suggest that (some) students bring productive intellectual resources to this negotiation.