Kvanttifysiikan opetuksen haasteet : käsitteellisiä, historiallisia ja opetuksellisia näkökohtia
Elina Palmgren
Recent years have seen increased interest towards quantum physics education research, and the topic has been studied from many perspectives both empirically and theoretically. The consensus of previous studies has been that the theory poses an exceptional challenge for learning and teaching, warranting more attention and further research. This dissertation aims to contribute to this discussion by asking what the underlying reasons for these challenges are and how they could potentially be alleviated. On one hand, the topic is approached from an interpretational point of view, considering the ontological foundations of the theory. It is argued that many of the fundamental difficulties in learning and teaching quantum mechanics stem from the ontological foundations of the theory. On the other hand, the historical development and the mathematical structure of the theory are discussed from an educational point of view. The dissertation consists of five articles that explore the above themes from different perspectives. The first study considers the development of one historical formulation of quantum mechanics, namely matrix mechanics. In general, the historical development of quantum theory has been complex and meandering, and its results may seem confusing to students. In our study, we discuss the use of matrix mechanics in quantum mechanics instruction to provide students with a clearer picture of the theory, its historical development, and the relations between its various formulations and used formalisms. The second and third studies add to the discussion on the roles of mathematics in physics and physics education. In quantum mechanics, the role of mathematics is especially pronounced, as the understanding of the theory heavily relies on its mathematical framework. Therefore, we argue that the focus of quantum mechanics instruction should be shifted away from calculational aspects to a more integrated approach that treats the conceptual and mathematical sides of the theory intertwined. In our studies, we provide an overview of the roles assigned to mathematics in previous physics education research literature and present our own layered characterisation of the roles, aiming at diversifying the discussion on the roles of mathematics within the physics education research community and in physics instruction. The fourth and fifth studies empirically examine the challenges of quantum mechanics instruction in the context of an introductory quantum mechanics course. In the fourth study, we explore the effect of initial mathematics knowledge and self-efficacy on student learning, while in the fifth study, we consider the effects of the instructional approach and different teaching strategies on student conceptual knowledge and self-efficacy. The specific focus is on the impact of implementing a new instructional approach, the so-called spin first approach, that emphasises the mathematical basis and conceptual understanding of the theory instead of repeated mathematical calculations. Our results show that the spin-first approach, combined with an active learning model, is able to foster a high level of student self-efficacy and conceptual learning. Quantum mechanics is one of the most successful theories in the history of physics. Nevertheless, learning and teaching its basic principles continue to pose significant challenges for both instructors and students. In this dissertation, we argue for an approach to teaching the theory that places greater emphasis on its mathematical foundations and treats physics and mathematics as intertwined disciplines.
Työväentutkimus Vuosikirja•Oct 2, 2025•0 citations