Splits in students’ beliefs about learning classical and quantum physics
Splits in students’ beliefs about learning classical and quantum physics
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学生对学习经典物理和量子物理的信念存在分歧
DOI：
10.1186/s40594-019-0187-y
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发表时间：
2019
影响因子：
6.7
通讯作者：
A. Gupta
中科院分区：
文献类型：
--
作者：
B. W. Dreyfus;Jessica R. Hoehn;Andrew Elby;N. Finkelstein;A. Gupta
虽然越来越多的人认识到关注学生关于什么是了解和学习STEM领域的观点的重要性，但衡量这些“认识论”信念的调查通常以隐含假设这些领域的方式使用，例如，“物理学”是一个单一的领域，学生可能有复杂或天真的信念。我们证明，这是不一定的情况下，并主张参加学生的认识论信念在不同的物理子域可能存在的差异。在现代物理和量子力学课程的工程和物理的学生，我们管理一套修改后的科罗拉多学习态度的科学调查（类）项目。每一个被选中的项目都变成了两个项目，一个项目中的“物理学”一词变成了“经典物理学”，另一个项目中的“量子物理学”。我们发现学生对经典与量子物理学的调查回答在一些项目上存在显着差异，无论是在教学前还是教学后。在经典物理学中，与量子物理学相比，学生更有可能报告现实世界联系的显着性以及在解决问题时将数学和概念推理结合起来的可能性。这些发现表明，关注学生对物理的信念的子领域特异性可以是富有成效的，应该会影响我们的教学选择。
While there has been increasing recognition of the importance of attending to students’ views about what counts as knowing and learning a STEM field, surveys that measure these “epistemological” beliefs are often used in ways that implicitly assume the fields, e.g., “physics,” to be a single domain about which students might have sophisticated or naïve beliefs. We demonstrate this is not necessarily the case and argue for attending to possible differences in students’ epistemological beliefs across different sub-domains of physics. In modern physics and quantum mechanics courses for engineering and physics students, we administered a set of modified Colorado Learning Attitudes about Science Survey (CLASS) items. Each selected item was turned into two items, with the word “physics” changed to “classical physics” in one and “quantum physics” in the other. We found significant splits between students’ survey responses about classical vs. quantum physics on some items, both pre- and post-instruction. In classical physics, as compared to quantum physics, students were more likely to report the salience of real-world connections and the possibility of combining mathematical and conceptual reasoning during problem solving. These findings suggest that attending to sub-domain specificity of students’ beliefs about physics can be fruitful and ought to influence our instructional choices.
量子力学中的数学意义：初步了解
影响因子：
3.1
作者：
Dreyfus, Benjamin W.;Elby, Andrew;Gupta, Ayush;Sohr, Erin Ronayne
通讯作者：
Sohr, Erin Ronayne