Collaborative Research: Helping Engineering Students Transform Their Understanding of Quantum Phenomenon and Devices

尽管物理学家们几十年来一直在为如何向物理专业的学生教授量子物理学而争论不休，但很少有研究和发展集中在帮助工科学生开始培养概念理解、解决问题的方法和思维习惯上，这些都是成为纳米技术设计师或量子领域工程师所需要的。在这个项目中，一个合作团队正在(1)完善先前开发的针对大二到大四工科学生的量子物理课程模块，(2)为教师开发大量的辅助材料，帮助他们适应和实施这些模块，以满足学生的需求，(3)在一系列不同类型的机构中对学生使用这些材料的学习情况进行研究和评估。在精炼和评估课程模块时，所有课程模块都经过了课堂测试，该项目侧重于学生对量子尺度现象和设备的本体论概念。“本体论概念”是指学生在解决问题时将粒子或波（或其他）概念与物理场景以及电子、光、光子和原子等实体联系起来的方式。本体论概念在量子物理学中特别突出，专家们熟练地处理量子实体的“粒子”和“波”图像，同时仍然意识到量子实体完全不是两者之一。先前的研究表明，专家工程设计和工程/物理问题解决，包括定量问题解决，建立在坚实的概念基础和元认知的复杂性。因此，该项目不仅研究学生是否会成为更复杂的量子推理者，还研究学生的概念和元认知意识如何根据教学和上下文线索发生或不发生变化。这项研究提供了以下方面的见解：(1)改进课程模块；(2)为教师创建辅助材料，教师可以更好地适应和实施我们的模块，因为我们的教学选择背后有一个清晰的“理论”和学生推理模式。作为研究和评估的一部分，该项目正在开发在线评估工具，以探索学生在量子力学中的本体论概念和解决问题的技能。这些工具正在所有参与机构中使用，并且对教师和研究人员也更普遍使用。智力优势：评估工具和教师资源的开发与课程模块的完善是同步进行的，所有这些都是通过旨在阐明量子领域学习机制的研究来实现的。这项研究结合了大群体调查和学生使用材料的详细视频分析，并解决了课堂和临床环境中的难题。材料的开发还受到教师焦点小组的反馈的指导，这些小组包括从事纳米级工作的工程师以及典型的量子物理讲师。更广泛的影响：先前的研究表明，将协作式主动学习纳入工程课程不仅可以提高成绩，还可以提高学生的保留率，尤其是女性和代表性不足的少数民族学生。由于立志从事纳米技术、表面科学或固态材料与器件等领域的学生越来越需要对量子物理学有深刻的理解，因此主要针对工程专业的高等现代物理学课程正变得越来越普遍。因此，通过帮助这些课程融入合作主动学习，该项目正在增加能够在纳米尺度上产生和利用尖端发现的劳动力的规模和多样性。

Although physicists have wrestled for decades about how to teach quantum physics to physics majors, little research and development has focused on helping engineering students begin developing the conceptual understandings, problem-solving approaches, and habits of mind they need to become nanotechnology designers or engineers working in the quantum realm. In this project, a collaborative team is (1) refining previously developed curricular modules on quantum physics aimed at sophomore through senior level engineering students, (2) developing extensive supporting materials for instructors, to help them adapt and implement the modules to meet the needs of their students, and (3) doing research and evaluation on students' learning with these materials, across a range of different types of institutions.In refining and assessing the curricular modules, all of which have been classroom tested, the project focuses on students' ontological conceptions about quantum-scale phenomena and devices. "Ontological conceptions" means the ways in which students associate particle or wave (or other) ideas with physical scenarios, and with entities such as electrons, light, photons, and atoms, while solving problems. Ontological conceptions are particularly salient in quantum physics, where experts adeptly juggle "particle" and "wave" pictures of quantum entities, all while remaining aware that quantum entities are completely neither of the two. Prior research shows that expert engineering design and engineering/physics problem-solving, including quantitative problem solving, build on solid conceptual underpinnings and metacognitive sophistication. For this reason, the project studies not only whether students become more sophisticated quantum reasoners, but also how students' conceptions and metacognitive awareness do and do not shift in response to instructional and contextual cues. This research provides insights that inform (1) the refinement of the curricular modules and (2) the creation of supporting materials for instructors, who can better adapt and implement our modules given a well-articulated "theory" and patterns of student reasoning underlying our instructional choices. As part of this research and evaluation, the project is developing on-line assessment tools for probing students' ontological conceptions and problem-solving skills in quantum mechanics. These tools are being used across all participating institutions and also are of more general use to instructors and researchers.Intellectual Merit: Development of assessment tools and of resources for instructors is happening in tandem with the refinement of the curricular modules, all informed by research designed to illuminate mechanisms of learning about the quantum realm. This research combines large-group surveys with detailed video analysis of students using the materials and addressing difficult problems in both classroom and clinical settings. The development of materials is also guided by feedback from faculty focus groups that include engineers engaged in nano-scale work as well as exemplary quantum physics instructors.Broader Impacts: Previous research shows that incorporating collaborative active learning into engineering courses improves not only achievement but also retention, particularly of women and underrepresented minority students. Since students aiming for careers in nanotechnology, surface science, or solid-state materials and devices increasingly need a deep understanding of quantum physics, upper-division modern physics courses aimed primarily at engineering majors are becoming more common. Therefore, by helping such courses incorporate collaborative active learning, this project is increasing both the size and the diversity of the workforce capable of generating and harnessing cutting-edge discoveries at the nano scale.