An Instructional Model for a Radical Conceptual Change Towards Quantum Mechanics Concepts
An Instructional Model for a Radical Conceptual Change Towards Quantum Mechanics Concepts
复制标题
量子力学概念彻底转变的教学模型
DOI：
10.1002/sce.10033
复制
发表时间：
2003
影响因子：
4.3
通讯作者：
Dimitrios Stavrou
中科院分区：
文献类型：
--
作者：
G. Kalkanis;Pandora Hadzidaki;Dimitrios Stavrou
我们认为，物理教育必须满足当今对量子力学（QM）世界观的定性方法的要求。一个有效的解决相应的教学问题可能会允许质量管理的基本思想，在物理教育的早期阶段访问。本文介绍了一个项目的一部分，该项目旨在将一种充分、简单且相关的质量管理教学方法引入到在职/职前教师教育中，即，为教师提供科学教育沿着上述路线进行改革所必需的科学知识和认识论基础。对教师-学生初始知识的调查表明，教师-学生初始知识的主要错误概念是大学前/大学期间传统教学的结果，导致了经典物理学（CP）和量子物理学（QM）概念框架的重叠/混淆。假设这些错误概念本质上构成了QM知识获取的认识论障碍，本文提出的教育策略旨在引导学生形成一个包含CP和QM两个完全独立的概念系统的概念结构。此外，接受这些系统的完全区别需要从根本上重建t-ls的初始知识，我们在这里提出了一个教学模型，所需的重建的基础上并列的两个模型，构成了信号点的二十世纪的“范式转变”：（a）玻尔的半经典原子模型，（B）模型的原子接受现代物理理论。C
We believe that physics education has to meet today's requirement for a qualitative approach to Quantum Mechanics (QM) worldview. An effective answer to the corresponding instructional problem might allow the basic ideas of QM to be accessed at an early stage of physics education. This paper presents part of a project that aims at intro- ducing a sufficient, simple, and relevant teaching approach towards QM into in-/preservice teacher education, i.e., at providing teachers with the indispensable scientific knowledge and epistemological base needed for a reform of science education along the aforemen- tioned line. The investigation of teacher - learners' (t-ls') initial knowledge indicated that their main misconceptions appear to be the result of their pre-/inuniversity traditional in- struction, which causes the overlapping/mix-up of the conceptual frameworks of Classical Physics (CP) and QM. Assuming that these misconceptions form by nature epistemologi- cal obstacles to the acquisition of QM knowledge, the educational strategy proposed here aims at leading t-ls to form a conceptual structure that includes CP and QM as two totally independent conceptual systems. Accepting, furthermore, that the complete distinction of these systems demands a radical reconstruction of t-ls' initial knowledge, we present here an instructional model that bases the required reconstruction on the juxtaposition of two models that constitute the signal point of twentieth century's "paradigm shift": (a) Bohr's semiclassical atom model, and (b) the model of the atom accepted by modern physics theory. C