Undergraduate quantum mechanics: lost opportunities for engaging motivated students?
Undergraduate quantum mechanics: lost opportunities for engaging motivated students?
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本科生量子力学：失去了吸引有积极性的学生的机会？
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
A. Johansson
中科院分区：
文献类型：
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作者：
A. Johansson
量子力学被广泛认为是一门重要而困难的学科，已经发表了许多针对学生概念困难的研究。然而，研究这样一个标志性主题的社会文化方面在很大程度上还没有得到研究。本研究采用半结构化访谈资料定性分析的方法，探讨本科生在量子力学课程中的体验。这一结果为通过增加社会文化维度进行量子力学教学的讨论提供了依据。学生们把量子力学想象成一门有趣的学科，激发了他们学习物理的灵感。然而，他们在上第一堂量子力学课程时遇到的学习环境并不总是像预期的那样鼓舞人心。量子力学教学通常侧重于量子力学的数学框架，这种教学也是受访者所经历的。采访中确定了两种处理与传统量子力学课程相遇的方式：要么学生接受以练习为中心的数学方式学习量子力学，要么他们与这些实践和学科保持距离。这些学生的反应是与自己保持距离，他们经历了一场危机和失望，他们的经历与他们想象的从事量子力学的方式不符。这些发现的含义与努力改革本科生量子力学的教学有关。
Quantum mechanics is widely recognised as an important and difficult subject, and many studies have been published focusing on students’ conceptual difficulties. However, the sociocultural aspects of studying such an emblematic subject have not been researched to any large extent. This study explores students’ experiences of undergraduate quantum mechanics using qualitative analysis of semi-structured interview data. The results inform discussions about the teaching of quantum mechanics by adding a sociocultural dimension. Students pictured quantum mechanics as an intriguing subject that inspired them to study physics. The study environment they encountered when taking their first quantum mechanics course was however not always as inspiring as expected. Quantum mechanics instruction has commonly focused on the mathematical framework of quantum mechanics, and this kind of teaching was also what the interviewees had experienced. Two ways of handling the encounter with a traditional quantum mechanics course were identified in the interviews; either students accept the practice of studying quantum mechanics in a mathematical, exercise-centred way or they distance themselves from these practices and the subject. The students who responded by distancing themselves experienced a crisis and disappointment, where their experiences did not match the way they imagined themselves engaging with quantum mechanics. The implications of these findings are discussed in relation to efforts to reform the teaching of undergraduate quantum mechanics.