This paper investigates the “private” interpretations that students of quantum mechanics develop concerning this theory. By means of questionaires, we analyze their conceptions with respect to the double slit experiment, uncertainty principle, quantum state, retrodiction, and projection postulate. Correlating the students’ answers, we observe that different private interpretations are frequently employed for analyzing different problems. Other conclusions about the cognitive processes of the students are also obtained.
This paper investigates the “private” interpretations that students of quantum mechanics develop concerning this theory. By means of questionaires, we analyze their conceptions with respect to the double slit experiment, uncertainty principle, quantum state, retrodiction, and projection postulate. Correlating the students’ answers, we observe that different private interpretations are frequently employed for analyzing different problems. Other conclusions about the cognitive processes of the students are also obtained.
This paper investigates the “private” interpretations that students of quantum mechanics develop concerning this theory. By means of questionaires, we analyze their conceptions with respect to the double slit experiment, uncertainty principle, quantum state, retrodiction, and projection postulate. Correlating the students’ answers, we observe that different private interpretations are frequently employed for analyzing different problems. Other conclusions about the cognitive processes of the students are also obtained.
A common learning goal for modern physics instructors is for students to recognize a difference between the experimental uncertainty of classical physics and the fundamental uncertainty of quantum mechanics. Our studies suggest this notoriously difficult task may be frustrated by the intuitively realist perspectives of introductory students, and a lack of ontological flexibility in their conceptions of light and matter. We have developed a framework for understanding and characterizing student perspectives on the physical interpretation of quantum mechanics, and demonstrate the differential impact on student thinking of the myriad ways instructors approach interpretive themes in their introductory courses. Like expert physicists, students interpret quantum phenomena differently, and these interpretations are significantly influenced by their overall stances on questions central to the so-called measurement problem: Is the wave function physically real, or simply a mathematical tool? Is the collapse of the wave function an ad hoc rule, or a physical transition not described by any equation? Does an electron, being a form of matter, exist as a localized particle at all times? These questions, which are of personal and academic interest to our students, are largely only superficially addressed in our introductory courses, often for fear of opening a Pandora's Box of student questions, none of which have easy answers. We show how a transformed modern physics curriculum (recently implemented at the University of Colorado) may positively impact student perspectives on indeterminacy and wave-particle duality, by making questions of classical and quantum reality a central theme of our course, but also by making the beliefs of our students, and not just those of scientists, an explicit topic of discussion.
This brief survey analyzes the epistemological implications about the role of observer in the interpretations of Quantum Mechanics. As we know, the goal of most interpretations of quantum mechanics is to avoid the apparent intrusion of the observer into the measurement process. In the same time, there are implicit and hidden assumptions about his role. In fact, most interpretations taking as ontic level one of these fundamental concepts as information, physical law and matter bring us to new problematical questions. We think, that no interpretation of the quantum theory can avoid this intrusion until we do not clarify the nature of observer.
A fisica classica distingue-se como ciencia por um projeto previo, composto pelos conceitos fundamentais de elementos como calculo, tempo, espaco, movimento, materia, forca e direcionado a captar todos os fenomenos da natureza supostamente unificada. A mecânica quântica avanca alem desses postulados, evidenciando a inevitavel interferencia do sujeito nos resultados de sua pesquisa, em que a referencia a uma teoria ontologica com objetos materiais, devendo ser captaveis para fins de calculo de regularidades, tornase impossivel, restando os conceitos de nucleo e campo para o projeto previo inovador. Em decorrencia, o principio de incerteza se expressa em que um estado de movimento se identifica somente quanto a calculabilidade estatistica ou da posicao, ou da grandeza do movimento. Apos a elaboracao do conceito existencial de ciencia, que ressalta o serai como ser-no-mundo a encontrar entes determinados como objetos pelo projeto previo da perspectiva cientifica, Heidegger posteriormente chega a conclusao de que a fisica quântica incorporando a fisica classica permanece imutavel no que concerne ao projeto previo da ciencia de sempre: a natureza se dispoe de antemao a um encontro ao modo de asseguramento proposto pelo existente humano numa realizacao cientifica em termos de teoria. A ciencia permanece apenas como um dos modos de acesso a natureza em sua plenitude inesgotavel, o que faz com que ela seja incontornavel e inacessivel com os recursos da cientificidade. A com-posicao e a essencia da tecnica utilizando resultados cientificos e, pela sua voragem, habilitando-se para a cooptacao definitiva do existente humano. Resta ao ser-ai a piedade de um pensamento indigente enquanto questionar a sua propria condicao de perigo no esquecimento da cooptacao de que pode ser vitima por propria decisao.%%%%The classical physical science distinguishes itself as a previous project, consisting of the fundamental concepts of elements such as calculation, time, space, motion, matter, force and directed to capture all the nature phenomena supposedly unified. Quantum mechanics advances beyond these postulates, evidencing the inevitable interference of the subject in the search results , in which a reference to an ontological theory with material objects should be able to capture for regularities calculation, it becomes impossible, leaving the core concepts and field for the previous innovative project. As a result, the uncertainty principle that is expressed in a state of motion is identified only as to the statistical calculation or position, or the magnitude of the movement. After the development the existential concept of science that emphasizes the being-there as being-in-the-world to find certain beings as objects by the previous project of the scientific perspective, Heidegger subsequently comes to the conclusion that quantum physics incorporating the classical physics keeps unchangeable in terms of the previous science project of all: the nature disposes in advance a way of securing the meeting proposed by the existing human…
In this paper a didactic approach is described which immediately leads to an understanding of those postulates of quantum mechanics used most frequently in quantum computation. Moreover, an interpretation of quantum mechanics is presented which is motivated by retaining the point of view of classical mechanics as much as possible, and which is consistent with relativity theory. Everything can be written down in terms of well-known mathematical formulations that can be found in every textbook about quantum mechanics. Therefore, in this version, almost no formulas are used.
In order to support students in the development of expertise in quantum mechanics, we asked which concepts and structures can act as organizing principles of non-relativistic theory. The research question has been addressed in a multi-step process based on the analysis of categorization studies, on a content analysis of a sample of undergraduate textbooks, and on the results of existing research on learning difficulties. The answer consists of seven concept maps, intended as models of the organizing principles of quantum knowledge needed to account for the results of measurement and time evolution. By means of these instruments, it is possible to visualize and explore the different facets of the interplay between the vector structure of the quantum states and the operator structure of the observables, and to highlight the educational significance of the relations between observables. The maps can be used by instructors as a support for helping students build a well-organized knowledge structure and by researchers as a basis for the design of investigations into student understanding. While this framework may be adapted to different approaches and interpretive stances, it provides indications in favor of a spin-first approach over a waves-first one.