Some thoughts of the quantum mechanics have produced great influence on people's philosophic ideas and the core thought of the quantum mechanics is “Wave-particle duality”, Bohr's Complementary principle,Uncertainty Principle and Causality relate to probability. Quantum mechanics has nothing to do with idealism and agnosticism, but it emphasizes logic substantial evidence, making researches into the microcosmic particles' behavior through the abstract science and idealization. Therefore, it is discredited to extend the principles of quantum mechanics to human being's progress and learning. Quantum pedagogy, the result of the logical positivism and scientism, had a wrong interpretation of the principles of quantum mechanics, thinking that it is just our subjectivity that decides the world we have seen and the conclusion about the world with subjectivity is not unacceptable. That is why the quantum pedagogy holds the view that people's knowledge is totally decided by the subjective world or the spiritual world and students can suddenly grow and develop even without any reason, any regularity or the accumulation based on the quantitative change. Obviously the concepts of quantum pedagogy are derived from the philosophies of Locke, Berkeley, Hume and Kant, thus falling into the idealism and agnosticism.
Some thoughts of the quantum mechanics have produced great influence on people's philosophic ideas and the core thought of the quantum mechanics is “Wave-particle duality”, Bohr's Complementary principle,Uncertainty Principle and Causality relate to probability. Quantum mechanics has nothing to do with idealism and agnosticism, but it emphasizes logic substantial evidence, making researches into the microcosmic particles' behavior through the abstract science and idealization. Therefore, it is discredited to extend the principles of quantum mechanics to human being's progress and learning. Quantum pedagogy, the result of the logical positivism and scientism, had a wrong interpretation of the principles of quantum mechanics, thinking that it is just our subjectivity that decides the world we have seen and the conclusion about the world with subjectivity is not unacceptable. That is why the quantum pedagogy holds the view that people's knowledge is totally decided by the subjective world or the spiritual world and students can suddenly grow and develop even without any reason, any regularity or the accumulation based on the quantitative change. Obviously the concepts of quantum pedagogy are derived from the philosophies of Locke, Berkeley, Hume and Kant, thus falling into the idealism and agnosticism.
At the end of 19th century and the beginning of 20th century, deep crisis of the physics promoted itself great revolution, thus the quantum mechanics and the theory of relativity emerged. The establishment of quantum theory, opened the people to know the microcosm, has laid the solid rationale for the physics and even the entire natural sciences development. No one branch of modern physics and correlated peripheral subjects are not based on quantum .Quantum theory are changing modern science and technology profoundly and influencing humanity's thought as well. Reviewing the development of the course, we can feel the far-reaching influence of the quantum theory on the people's epistemology and the world outlook.
Quantum mechanics (QM) has taken on a paradigmatic role in how physics describes and builds new knowledge about the world. It also has a growing role in our society thanks to recent and rapid developments in the field of new quantum technologies. These are becoming increasingly important in our society, in the world of work and which will also decisively influence future socio-economic choices. Also for this reason QM has an increasing role in the education of young people and has been introduced in many different ways also in secondary school in all continents. The change in the theoretical and cultural frame has profound implications that are often not intuitive, which involve the appropriation of a specific way of thinking. Neither macroscopic phenomenology, nor intuition help, because there is no simple evidence of how quantum objects must be thought to interpret that unobservable microscopic world and for which we must enter another interpretative paradigm even if we want to limit ourselves to describe it. PER has carried out several studies on the learning of key concepts, on the learning nodes, the ways of reasoning, the difficulties of the students, their spontaneous ideas, according to two main strands: above all at university level, conceptual difficulties and misunderstandings often linked to a formal approach, which, moreover, underpins the very nature of the entities involved; at secondary school level in relation to how students acquire a quantum view of phenomena on the basis of specific approaches adopted to address QM. In particular, a vast literature, which has increased considerably and especially in relatively recent times, has studied how university students deal with certain concepts such as that of state, superposition, measurement in quantum mechanics rather than how quantum quantities evolve over time. These studies are based on the use of questionnaires that allow to explore different levels: the verbal, formal and representative one, with different representations (eg. wave function, Dirac notation), rather than different representative modes (eg. Graphs of probability amplitudes, or probability distributions). At the secondary school level, the most important studies on student learning were instead conducted evaluating the educational impact and outlining the learning paths of students who had followed formative activities based on differentiated innovative research-based educational paths. In particular, the learning outcomes were compared to those activated by proposals based on the historical reconstruction approach of quantum physics. This approach is privileged in traditional curricula and school texts and consequently in the ways of teachers approaching the topic. It was developed in schools with a narrative or descriptive dimension of solutions based on old physics of quanta for the interpretation of phenomena not explained by classical physics. The innovative approaches instead make use of contexts whose formal treatment is simple (quantum properties described in a two-state space such as polarization or spin) with the aid of simulations that compensate for the problem of students” limited mathematical-formal skills, avoiding any historical reference. In particular, there is a significant difference between the survey tools and the survey contexts in the high school environment compared to surveys conducted with university students. This paper presents a review of the research literature, focusing in particular on the learning processes of secondary school students and outlining how research perspectives have evolved.
The objective of Chapter 4 is to give an overview of the basic concepts of quantum mechanics and their interpretation. Thus this chapter functions as a theoretical preparation for a better understanding of the quantum world and of the knowledge measurement process. First, the terminology of the word “quantum” and its impact on the derivation of the term “knowledge quantum” is explained in Chapter 4.1. Then, the discussion moves to the historical development of quantum mechanics. The key issues and current research field for quantum theory will be given in an overview. The following chapters show some insights into key quantum mechanical concepts such as slit-experiments, wave-particle duality, the Copenhagener interpretation, and quantum probability. Chapter 4 closes with an explanation of the Uncertainty Principle of Werner Heisenberg, especially since the Uncertainty Principle is used to derive the knowledge measurement process through the method of analogical reasoning. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
Abstract We present the current state of quantum mechanics, the prospects for its development, and the strengthening of its influence on scientific and technological progress. We look at quantum mechanics from four perspectives. The first perspective astonished physicists already with the advent of quantum mechanics—it is (1) a new way of looking at the world. Over the course of a hundred years of development, quantum mechanics has acquired three more perspectives: (2) an independent field of knowledge, (3) a new physical theory, and (4) a radical change in paradigm in the history of human thought. We have named the new paradigm “neo-Copenhagen” to emphasize both its development from and its continuity with the Copenhagen interpretation. We review the problems of quantum mechanics: how experimental research progresses, how basic concepts develop, how practical applications of paradoxical ideas expand. We indicate ways to solve three Ginzburg’s “great” problems. We formulate the features of the neo-Copenhagen paradigm that have already emerged. We present a look at the future of science and technology on the three time scales.
Abstract This chapter examines some crucial experiments and basic principles of quantum mechanics that have strongly influenced the development of quantum theory in its modern form: starting from Planck’s law of black-body radiation and its derivation using the quantization of energy; Einstein’s photon hypothesis for the puzzle presented by the photoelectric effect and its test via the Millikan experiment; the Compton effect; Bohr’s theses for the structure of the hydrogen atom and the complementarity of waves and particles i.e., the wave-particle duality, culminating in de Broglie’s ideas for matter waves and their confirmation in the Davisson-Germer experiment for electron diffraction from a crystal; Heisenberg’s uncertainty principle for position and momentum as well as for energy an time; the famous double-slit experiment and Born’s probability interpretation, and finally the provocative thought experiment of Schrödinger’s cat
Quantum mechanics comes in a variety of different forms and formalisms. There is wave mechanics, matrix mechanics, Dirac's version of quantum mechanics, von Neumann's version of quantum mechanics. The philosopher of physics has to ask not only what quantum mechanics means, but also what it is. Orthodoxy in the philosophy of physics treats quantum mechanics as the general theory of microphysics which takes Hilbert space as its state space and which associates observables with certain special operators on that space. This amounts to a decision as to what quantum mechanics is. However it is a far from arbitrary decision. For the Hilbert space, or von Neumann, formalism summarizes and captures everything that is in the other versions of quantum mechanics, without any of the dubious mathematics of, for example, Dirac's version. Contemporary philosophers of physics take a very formal view of what quantum mechanics is, a view which has many advantages and some disadvantages. Whatever the disadvantages of focussing on the formalism of quantum mechanics - and it may lead to losing sight of the ‘physics' and possibly to a bias against Bohrian Copenhagenism - it is certainly true that the literate philosopher of physics must have some acquaintance with Hilbert space. There are in fact several topics we have to deal with, though we deal with them only very cursorily. (This chapter is no substitute for Jauch's classic text Foundations of Quantum Mechanics .)