Development and validation of a university students’ progression in learning quantum mechanics through exploratory factor analysis and Rasch analysis
Development and validation of a university students’ progression in learning quantum mechanics through exploratory factor analysis and Rasch analysis
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通过探索性因素分析和拉希分析开发和验证大学生学习量子力学的进展
DOI：
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发表时间：
2018
影响因子：
2.3
通讯作者：
Alessandro Zappia
中科院分区：
文献类型：
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作者：
I. Testa;G. Capasso;Arturo Colantonio;S. Galano;I. Marzoli;U. Scotti di Uccio;Fabio Trani;Alessandro Zappia
摘要我们报道了一项在大学一级开发和验证量子力学(QM)学习级数(LP)的实证研究。借鉴QM中关于学生推理的研究成果，我们设计了一个由三大概念组成的假设LP(HLP)：测量、原子与电子、波函数。然后，我们开发了十个有序多项选择(OMC)项目来评估HLP水平的结构效度和层次结构。本研究以244名物理专业本科生为被试，在不同的教学条件下，分成三组：无课组、入门组、入门组和高级组。另一组43名非物理学生参加了质量管理入门课程，他们也参与了检查物理背景知识的作用。我们使用探索性因素分析和Rasch分析对收集到的数据进行分析。这些结果为HLP的修订提供了证据，只围绕两个大想法-原子描述和测量；波函数及其在测量过程中的性质-大致符合入门课程和高级课程中分别涵盖的主题。然而，假设水平的等级基本上得到了证实。本文还讨论了我们的研究结果对质量管理教学的启示，以及对修订后的LP的改进。
ABSTRACT We report an empirical study on the development and validation of a learning progression (LP) in quantum mechanics (QM) at university level. Drawing on research results about students’ reasoning in QM, we designed a hypothetical LP (HLP) consisting of three Big Ideas: Measurement, A toms and Electrons, Wave function. We then developed ten Ordered-Multiple-Choice (OMC) items to assess the construct validity and hierarchy of HLP levels. We administered the questionnaire to 244 students attending the Bachelor in Physics, divided into three groups under different instruction conditions: no course, introductory course, introductory and upper-level course. An additional group of 43 non-physics students, who attended an introductory QM course, was also involved to inspect the role of physics background knowledge . We used exploratory factor analysis and Rasch analysis to analyse collected data. The results provided evidence for the revision of the HLP around only two Big Ideas – Atomic description and measurement; Wave function and its properties in the measurement process – which roughly match the topics covered in the introductory and upper-level courses, respectively. However, the hierarchy of hypothesised levels was substantially confirmed. Implications of our findings for the teaching of QM, and the improvement of the revised LP are also discussed.