Undergraduate Students\u27 Understanding of Concepts Foundational to the Learning of Quantum Mechanics (QM) via Models-Based Inquiry

Studies on secondary and undergraduate students’ quantum mechanics (QM) understanding are quite limited in comparison to studies examining students’ understandings of classical mechanics. Developments in science and technology, particularly at the nanoscale, have brought attention to the importance of learning quantum physics and its applications not only at the undergraduate level, but also as early as high school. Many postsecondary physics and engineering programs require students to take QM courses. Therefore, the need for research in QM learning has become indispensable, particularly with students’ common negative perceptions of QM and their low-level of achievement in these courses (Singh et al., 2006). In this study, I examined undergraduate freshmen and sophomore college-level students’ understandings and reasoning of fundamental quantum mechanics concepts as they engaged in a model-based learning module (MBLM). Informed by a pilot study in which I examined engineering and physics students’ understanding about basic quantum phenomena (i.e., structure of an atom, energy levels, and atomic spectroscopy), I developed a MBLM for the current investigation. In this study, participants were assigned to one of two groups: intervention and control. The intervention group received a MBLM that guided students to use their reasoning by utilizing physical and visual models with the help of computer-based simulations as well as hands-on models. The control group, on the other hand, received the traditional instructional unit that included textbook and computer-based simulations. Students in both groups engaged with assigned learning materials throughout four weeks (eight hours in total), and after every one or two lessons they took inter-lesson assignments. In order to track growth in students’ reasoning and understanding, drawings, diagrams, written and oral explanations, discussions and interviews were collected for both quantitative and qualitative analysis. Based on students’ responses in pre- and post-questionnaires, worksheet and inter-lesson assignments, I developed a rubric that includes four model levels: Discrete entity (particle), hybrid, quantum-like and quantum models. As a result, the MBLM group performed better on shifting their model toward targeted (quantum-like or quantum) models than TCBS group. A quantitative analysis showed that model-based inquiry activities facilitated students who were initially in the discrete entity (particle) and hybrid model levels to shifting toward quantum-like and quantum model levels in comparison to traditional textbook and computer-based simulation activities. Moreover, the analysis showed that MBLM students constructed meaningful conceptual understanding and scientifically accurate terminology. Implication for physics courses and teaching/ learning physics are also discussed