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Secondary school learners’ reasoning about quantum randomness in the context of single-photon interferometer and double-slit experiments

Kristóf Tóth, Fabian Hennig, Joaquin Marc Veith +1 more

Despite formal instruction, secondary school students often struggle to move beyond classical interpretations when reasoning about quantum phenomena, especially concerning the statistical nature of quantum physics. This study explores how students conceptualize quantum randomness following instruction centered on two key experiments: the Michelson interferometer (MI) with single photons and the double-slit experiment. Qualitative content analysis of interviews with 25 students revealed three distinct reasoning types: (1) statistical ensemble interpretation, (2) ensemble reasoning involving hidden variables or spatial limitations, and (3) a focus on localization and spatial uncertainty. Notably, students referencing the MI context in their reasonings more often demonstrated advanced ensemble-based reasoning, distinguishing quantum probabilities from classical ones. In contrast, students who relied primarily on the DSE context were more capable of framing their reasoning in terms of spatial uncertainty. These findings highlight the pivotal role of experimental context in fostering students’ quantum thinking and point to promising directions for future research.Despite formal instruction, secondary school students often struggle to move beyond classical interpretations when reasoning about quantum phenomena, especially concerning the statistical nature of quantum physics. This study explores how students conceptualize quantum randomness following instruction centered on two key experiments: the Michelson interferometer (MI) with single photons and the double-slit experiment. Qualitative content analysis of interviews with 25 students revealed three distinct reasoning types: (1) statistical ensemble interpretation, (2) ensemble reasoning involving hidden variables or spatial limitations, and (3) a focus on localization and spatial uncertainty. Notably, students referencing the MI context in their reasonings more often demonstrated advanced ensemble-based reasoning, distinguishing quantum probabilities from classical ones. In contrast, students who relied primarily on the DSE context were more capable of framing their reasoning in terms of spatial uncertainty. These findings highlight the pivotal role of experimental context in fostering students’ quantum thinking and point to promising directions for future research.

Eurasia Journal of Mathematics Science and Technology EducationAug 8, 20252 citations

About Teaching Quantum Mechanics in High Schools

Paola Verrucchi

Challenges in physics educationJan 1, 20230 citations

Meeting the Challenge: Quantum Physics in Introductory Physics Courses

Ileana M. Greca, Olival Freire

Springer eBooksDec 30, 201318 citations

The double slit experience with light from the point of view of Feynman's sum of multiple paths

María de los Ángeles Fanaro, Marcelo Arlego, María Rita Otero

This paper presents an analysis of the double slit experience with light, by using concepts of the Feynman method of "sum of multiple paths" in quantum mechanics. The advantages of this formulation for the teaching of basic aspects of quantum mechanics in the high-school level are analyzed.

Revista Brasileira de Ensino de FísicaJun 1, 20146 citations

Students’ and teachers’ difficulties in quantum mechanics education.

Kim Krijtenburg-Lewerissa, Wouter van Joolingen, Hendrik Jan Pol +1 more

Jan 1, 20200 citations

Asymmetrical double-slit interference for insight into microscopic physical reality

Vo Van Thuan, Vinh Vu Duc, Nguyen Thanh Hung +1 more

abstract We report the findings of asymmetrical double-slit experiments conducted under Fraunhofer far-field conditions, within the single-photon approximation framework. A notable outcome of these experiments is the consistent observation of interference effects at the first main diffraction minima that surpass the limit set by the complementarity principle D + V = 1. Specifically, we identify anomalous correlations between the D-particle distinguishability and the V-wave visibility, where D + V > 1., suggesting that, within the same experimental context, a significant number of photons exhibit both wave-like and particle-like behavior simultaneously. In the absence of a more comprehensive theoretical account, this anomalous interference may serve as empirical support for the objective physical reality of quantum matter, which stands in contrast to the foundational tenets of the Copenhagen school of quantum mechanics.abstract We report the findings of asymmetrical double-slit experiments conducted under Fraunhofer far-field conditions, within the single-photon approximation framework. A notable outcome of these experiments is the consistent observation of interference effects at the first main diffraction minima that surpass the limit set by the complementarity principle D + V = 1. Specifically, we identify anomalous correlations between the D-particle distinguishability and the V-wave visibility, where D + V > 1., suggesting that, within the same experimental context, a significant number of photons exhibit both wave-like and particle-like behavior simultaneously. In the absence of a more comprehensive theoretical account, this anomalous interference may serve as empirical support for the objective physical reality of quantum matter, which stands in contrast to the foundational tenets of the Copenhagen school of quantum mechanics.

Journal of Physics Conference SeriesJun 1, 20250 citations

Reconstructing high school quantum mechanics instruction: Limitations of the historical approach and a modern approach based on the single-quantum double-slit experiment and photon qubits

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Reconstructing high school quantum mechanics instruction: Limitations of the historical approach and a modern approach based on the single-quantum double-slit experiment and photon qubits

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