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Collaborative Research: Student Thinking About Measurements Across the Physics Curriculum

合作研究：学生对物理课程测量的思考

基本信息

批准号：
1809178
负责人：
Gina Passante
金额：
$ 13.75万
依托单位：
CSU Fullerton Auxiliary Services Corporation
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-07-15 至 2024-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1809178&HistoricalAwards=false
关键词：
Collaborative Research Student Thinking About

项目摘要

Student understanding of the nature of science and scientific measurement are important for any science curriculum. In physics, students experience the ideas of measurement in two very different contexts: classical measurement and quantum mechanical measurement. This project is designed to develop a better understanding of the ways students think about measurement in each context. It also aims to help us understand relations between the two. Do students carry lines of thinking about classical measurement into their quantum mechanics courses? When students learn about quantum mechanical measurements, do their lines of thinking about classical measurement change in response? This project will test how well we can generalize existing research on student understanding of measurement. This will be done by extending the research to new institutions, at different instructional levels, and in quantum mechanical contexts. This study will lay the groundwork for improving instruction related to measurement at all levels. The research goals of this project will address two questions. First, it will ask how students reason about measurement across the university physics curriculum, classically and quantum mechanically. Second, it will ask what the interplay is between how students reason about measurement in classical and quantum contexts. Student understanding of classical measurement has been characterized by point reasoning and set reasoning paradigms. In point reasoning, each measurement could be the true value. In set reasoning, each measurement is an estimate of the true value. Situational interviews will cue either classical or quantum reasoning about measurement. Some cues will come from referring to activities in introductory labs or quantum mechanics courses. Other cues will come from the physical environment of the interviews. Interview results will then be analyzed to identify the relationships between reasoning about measurement in either context. Results from the interviews will inform the development of surveys that can be distributed more broadly to evaluate reasoning of a wider range of students at the two institutions and beyond.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

学生对科学本质的理解和科学测量对任何科学课程都很重要。在物理学中，学生在两个非常不同的背景下体验测量的想法：经典测量和量子力学测量。该项目旨在更好地理解学生在各种情况下思考测量的方式。这也有助于我们理解两者之间的关系。学生们是否在量子力学课程中引入了经典测量的思想？当学生学习量子力学测量时，他们对经典测量的思考方式是否会相应改变？这个项目将测试我们能在多大程度上概括现有的关于学生对测量理解的研究。这将通过将研究扩展到新的机构，在不同的教学水平，并在量子力学的背景下。这项研究将为改进各级与测量有关的教学奠定基础。本项目的研究目标将解决两个问题。首先，它将询问学生如何在大学物理课程中，经典和量子力学地推理测量。其次，它将询问学生如何在经典和量子背景下推理测量之间的相互作用。学生理解经典测量的特点是点推理和集合推理范式。在点推理中，每个测量值都可能是真实值。在集合推理中，每个测量都是对真值的估计。情境访谈将提示关于测量的经典或量子推理。一些线索将来自参考介绍性实验室或量子力学课程中的活动。其他线索将来自面试的物理环境。访谈结果将被分析，以确定在任何一种情况下的测量推理之间的关系。访谈的结果将为调查的发展提供信息，这些调查可以更广泛地分发，以评估两所机构及其他机构更广泛范围的学生的推理能力。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。