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1.
黄金书 《南阳师范学院学报》2010,9(12):93-95
量子力学作为现代物理学的基础课程之一,其中包含了很多观念上的革新和方法上的突破.从微观粒子波粒二象性本质的确立、波函数假设和薛定谔方程的提出、电子自旋假设的引入和对应原理的作用等方面进行了详细的分析,并从师生两个方面就课程教学中如何培养学生的创造性思维提出了一些具体的要求. 相似文献
2.
There is no consensus on the genuine meaning of wave-particle duality and the interpretation of quantum theory. How can we teach duality and quantum theory despite this lack of consensus? This study attempts to answer this question. This research argues that reality issues are at the core of both the endless debates concerning the interpretation of quantum theory. As practical instructional frameworks, this study suggests three different levels of meaning for duality as well as a new suspensive perspective. The key idea behind these notions is a distinction between the prediction rule and the reality-related interpretation, instead of a traditional division between formalism and interpretation. After elaborating upon those notions, this study compares this new suspensive perspective with other interpretations or educational stances concerning the interpretation of quantum theory. Several practical guides for the better instruction of duality and quantum theory as well as its implication on students’ understanding of the topics are also discussed. 相似文献
3.
Su Cai Changhao Liu Tao Wang Enrui Liu Jyh-Chong Liang 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):235-251
The Augmented Reality (AR)-based learning environment not only provides educators with novel ways to present learning materials but also give learners the opportunity to spontaneously interact with the material. Previous studies have shown that AR has many advantages in education; however, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of AR on learners’ self-efficacy and conceptions of learning. This study developed an AR-based wave-particle duality learning application, “AROSE,” to explore the effect of AR technology on students’ self-efficacy and conceptions of learning physics. A quasi-experimental study method was used, and 98 high school students aged between 16 and 18 were randomly assigned to experimental and control group. After a 4-week intervention, it was found that integrating AR technology into physics classrooms can (1) significantly enhance students’ physics learning self-efficacy, as indicated by understanding of concepts, higher-level cognitive skills, practice and communication; (2) guide students to be more inclined to higher-level conceptions of learning physics rather than lower ones; and (3) stimulates students’ motivation to learn more deeply. 相似文献
4.
David Whitehead 《Teaching in Higher Education》2013,18(4):519-526
Quantum physics provides an alternative to classical explanations of matter and energy, and may have metaphoric utility in substantiating cognitive explanations of human information processing. Three concepts central to an understanding of the sub-atomic world of quantum physics are: (1) the role of the observer in the interpretation of events; (2) the uncertainty of physical states; and (3) the interconnectedness of the physical world. These concepts have parallels in the psychological world. They support a theory of literacy and learning that, when applied to the teaching of English explains: (1) the role of readers, authors, teachers and contexts in the construction of meaning; (2) the uncertainty and impermanence of meaning; and (3) the interconnectedness of meaning. These concepts challenge mechanistic explanations of behavioural psychology and associated pedagogy used by some teachers of English. Quantum-consistent English teaching engages teachers and students in practices that result in different kinds and levels of literate competence and achievement, and that provide different constructions of what counts as literacy. 相似文献
5.
Background and purpose : Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students’ epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method : A total of 279 Taiwanese high school students ranging from 15 to 18?years old participated in this study. Three questionnaires for assessing high school students’ epistemic views on physics, conceptions of learning physics and approaches to learning physics were developed. Step-wise regression was performed to examine the predictive power of epistemic views on physics and conceptions of learning physics in terms of their approaches to learning physics. Results and conclusion: The results indicated that, in general, compared to epistemic views on physics, conceptions of learning physics are more powerful in predicting students’ approaches to learning physics in light of the regression models. That is, students’ beliefs about learning, compared with their beliefs about knowledge, may be more associated with their learning approaches. Moreover, this study revealed that the higher-level conceptions of learning physics such as ‘Seeing in a new way’ were more likely to be positively correlated with the deep approaches to learning physics, whereas the lower-level conceptions such as ‘Testing’ were more likely to positively explain the surface approaches, as well as to negatively predict the deep approaches to learning physics. 相似文献
6.
非线性方程孤子-混沌双解的物理意义,泛量子理论和非线性数学的某些应用 总被引：1，自引：0，他引：1
张一方 《商丘师范学院学报》2011,27(3):46-53
某些非线性方程中存在混沌-孤子双解,其具有波粒二象性等物理意义.然后探讨了孤子的量子理论,一方面发展孤子理论为量子化的;另一方面用孤子方法量子化.量子孤子化就对应泛量子理论.最后讨论非线性数学的某些应用.非线性数学是演化、相变等必不可少的条件.数学和物理、化学、天文、生物等的非线性应该共同发展. 相似文献
7.
根据光的双缝干涉理论,应用Matlab软件编程,模拟了杨氏双缝干涉实验光强分布图形,通过改变入射光强、缝宽、焦距和波长等参数,观察到双缝干涉条纹的相应变化,从量子物理角度分析了杨氏双缝干涉实验,形象展示了光的波粒二象性,这与光学理论相符合。这种方法作为辅助教学手段,有助于学生更加深刻地理解双缝干涉的特征和规律,提高教学质量。 相似文献
8.
Background: There are some theoretical evidences that explain the relationships between core beliefs (i.e., epistemological beliefs) and peripheral beliefs (self-efficacy in learning) in the literature. The close relationships of such type of beliefs with attitudes are also discussed by some researchers. Constructing a model that investigates these relationships by considering theoretical and empirical evidences can empower researchers to discuss these relationships more comprehensively.Purpose: The purpose of this study is to explore the relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics.Sample: A total of 632 high school students participated in this study; however, 269 female and 229 male (a total of 498) high school students’ data were used.Design and methods: Three distinct instruments that measure scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics were combined into a unique questionnaire form and it was distributed to high school students. To explore the relationships among these variables, structural equation modeling was used.Results: The results showed that scientific epistemological belief dimensions uncovered by the nature of knowing (source and justification) significantly and positively related to both self-efficacy in learning physics and attitudes toward other important physics dimensions. Additionally, self-efficacy in learning physics significantly and positively predicted attitudes toward multiple physics dimensions (importance, comprehension and requirement). However, epistemological belief dimensions related to the nature of knowledge (certainty and development) did not have significant impact on self-efficacy in learning physics or attitudes toward physics.Conclusions: This study concludes that there are positive and significant relationships among Turkish high school students’ scientific epistemological beliefs, self-efficacy in learning physics and their attitudes toward physics. 相似文献
9.
Educating new generations of physicists is often seen as a matter of attracting good students, teaching them physics and making sure that they stay at the university. Sometimes, questions are also raised about what could be done to increase diversity in recruitment. Using a discursive perspective, in this study of three introductory quantum physics courses at two Swedish universities, we instead ask what it means to become a physicist, and whether certain ways of becoming a physicist and doing physics is privileged in this process. Asking the question of what discursive positions are made accessible to students, we use observations of lectures and problem solving sessions together with interviews with students to characterize the discourse in the courses. Many students seem to have high expectations for the quantum physics course and generally express that they appreciate the course more than other courses. Nevertheless, our analysis shows that the ways of being a “good quantum physics student” are limited by the dominating focus on calculating quantum physics in the courses. We argue that this could have negative consequences both for the education of future physicists and the discipline of physics itself, in that it may reproduce an instrumental “shut up and calculate”-culture of physics, as well as an elitist physics education. Additionally, many students who take the courses are not future physicists, and the limitation of discursive positions may also affect these students significantly. 相似文献
10.
Maria Berge Anna Danielsson Malena Lidar 《Research in Science & Technological Education》2020,38(1):63-83
ABSTRACTBackground: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned.Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empirical enquiry’ and ‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in the discipline.Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education. 相似文献
11.
Dahlia Saouma Mahmoud Natout Mona Nabhani 《Research in Science & Technological Education》2018,36(3):375-390
Background: This study investigates the role of figures of speech in the process of conceptual change in the physics classroom. Purpose: Its objectives are to examine what teachers and students perceive to be the advantages in using figures of speech in teaching physics concepts, what they perceive to be the challenges in using them, and how teachers use these in their classrooms to minimize the challenges faced. Sample We chose a purposive sample of 95 students and nine teachers of physics, in four schools in Lebanon. Design and methods: A mixed-method approach was used. Interviews were conducted with physics teachers; questionnaires were distributed to students, and non-participant classroom observations were carried out. Results: Teachers viewed figures of speech as a tool that helps them transmit abstract physics concepts to students in a simpler and concrete way. Questionnaires and non-participant observations revealed several examples of figures of speech used and the positive responses of students towards them. Conclusions: The study suggests several ways to overcome the drawbacks. This study highlights the urgent need for all stakeholders to work collaboratively to include figures of speech in the curriculum to enhance the process of conceptual change in the physics classroom. 相似文献
12.
Jesper Haglund Emil Melander Matthias Weiszflog Staffan Andersson 《Research in Science & Technological Education》2017,35(3):349-367
Background: University physics students were engaged in open-ended thermodynamics laboratory activities with a focus on understanding a chosen phenomenon or the principle of laboratory apparatus, such as thermal radiation and a heat pump. Students had access to handheld infrared (IR) cameras for their investigations.Purpose: The purpose of the research was to explore students’ interactions with reformed thermodynamics laboratory activities. It was guided by the research question: How do university physics students make use of IR cameras in open-ended investigation of thermal radiation as a phenomenon?Sample: The study was conducted with a class of first-year university physics students in Sweden. The interaction with the activities of four of the students was selected for analysis. The four students are males.Design and methods: We used a qualitative, interpretive approach to the study of students’ interaction. The primary means of data collection was video recording of students’ work with the laboratory activities and their subsequent presentations. The analysis focused on how IR cameras helped students notice phenomena relating to thermal radiation, with comparison to previous research on students’ conceptions of thermal radiation.Results: When using the IR camera, students attended to the reflection of thermal radiation on shiny surfaces, such as polished metals, windows or a whiteboard and emissive properties of surfaces of different types. In this way, they went beyond using the technology as a temperature probe. Students were able to discuss merits and shortcomings of IR cameras in comparison with digital thermometers.Conclusions: With the help of IR cameras, university physics students attend to thermal phenomena that would otherwise easily go unnoticed. 相似文献
13.
Prior research has indicated that decisions made by students about their learning are influenced by perceptions of various factors related to the task and classroom context. This influence seems to be mediated by the extent to which the learner perceives personal challenge in what is done. This concept of personal challenge comprises both cognitive (demand) and affective (motivation) components. In the current paper, response trends of almost 4000 secondary science students to a questionnaire structured according to factors associated with challenge are considered by school, year level and gender. These trends indicate that challenge in science diminishes as students move from Years 7 to 10, due to increasingly negative perceptions of many of these factors. Results also indicate however that, through purposeful change in teaching perspectives and practices, teachers can establish and sustain students’ sense of challenge in classroom learning. 相似文献
14.
Joaquín Martínez-Torregrosa Rafael López-Gay Albert Gras-Martí 《Science & Education》2006,15(5):447-462
Despite its frequent use, there is little understanding of the concept of differential among upper high school and undergraduate
students of physics. As a first step to identify the origin of this situation and to revert it, we have done a historic and
epistemological study aimed at clarifying the role and the meaning of the differential in physics and at improving curricular
and teaching models in the sense of Gilbert et al. (Gilbert J.K., Boulter C., & Rutherford, M.: 1998a, International Journal of Science Education 20(1), 83–97, Gilbert J.K., Boulter C., & Rutherford, M.: 1998b, International Journal of Science Education 20(2), 187–203). We describe the contributions of Leibniz and Cauchy and stress their shortcomings, which are overcome by the
alternative definition proposed by the French mathematician Fréchet, dating from early 20th century. As a result of this study,
we answer to some fundamental questions related to a proper understanding of the differential in physics education (for 17–19 years
old students). 相似文献
15.
陈国庆 《韩山师范学院学报》2008,29(2)
量子力学的形式体系建立超前于物理诠释,这为量子力学解释群的形成提供了现实的可能性前提。但量子力学和经典物理学语言体系分别蕴涵着不同的本体预设,描述宏观世界的经典力学与描述微观世界的量子力学在作用机制、质点抽象、概率的应用均有本质的区别。因而,借助经典物理学的概念描述微观物理实在图景会在本质上存在不适应性。在此语境下,我们认为,尽管哥本哈根学派之解释有不足之处,但目前在整体上还没有哪种解释比它更优越。 相似文献
16.
K. Krijtenburg-Lewerissa H. J. Pol A. Brinkman W. R. van Joolingen 《International Journal of Science Education》2019,41(3):349-366
This article describes a Delphi study aiming to investigate which quantum mechanics topics experts consider to be important to teach at the secondary level, and what arguments these experts give. A series of three questionnaires was administered to experts in the fields of quantum physics, mathematics, chemistry and biophysics (n?=?17, 12, 11 for the first, second, and third questionnaires, respectively; the number of participants changed due to attrition). Several experts from this group (n?=?9) were also interviewed. Results show that there is consensus on the topics considered to be important, i.e. duality, wave functions and atoms. Experts mainly based their topic ranking on relations between concepts, and on what quantum mechanics topics they consider to be fundamental. The topics that were considered less important were often described as too difficult or too complex. 相似文献
17.
18.
Chris Botton 《Research in Science & Technological Education》2013,31(3):269-270
Purpose: The purpose of this study was to assess the quality of scientific arguments developed by pre-service physics teachers.Sample: The participants were 171 pre-service physics teachers recruited from two universities: 86 from University A and 85 from University B.Design and method: Participants were prompted to develop a written argument to either support or challenge the Turkish government’s decision to invest in nuclear power plants. Data consist of written arguments developed by the participants and information on participants’ knowledge of the topic, their confidence in their knowledge and the source of their knowledge related to the topic. Data were analyzed using the CER framework.Results: The results show that participants did not perform at the expected level. The majority of students failed to develop strong scientific arguments. While almost all of the participants provided evidence to justify their claims, they failed to effectively coordinate evidence, claim and theory to develop an argument. Students struggled the most in the warrant/reasoning category of the CER framework. We also identified several misconceptions that students held related to nuclear power plants.Conclusions: In our discussion we problematize college science teaching and advocate integration of instructional strategies such as argumentation that can effectively engage students in construction, evaluation and justification of knowledge. 相似文献
19.
ABSTRACT The purpose of this study is to investigate the effect of MagAR, an instructional material for teaching magnetism using augmented reality and sensing technology, on students’ academic achievement and learning process, and to identify students’ views about augmented reality. An embedded mixed-method approach was employed in this study. The study’s results suggest that AR learning environments are effective in teaching physics, and facilitate learning by adding visual and textual components to the learning process. In learning activities integrated with AR, the students were observed to participate more, appeared more comfortable, were able to answer questions related to the subject more easily, had increased self-confidence and exhibited higher academic achievement levels in physics. The results suggest that AR should not be considered as an independent learning environment for the teaching of physics, but would be more effective as supplementary to the laboratory environment. 相似文献
20.
Mathematical theories are essential for explanations in physics, chemistry andengineering. These theories often incorporate functions that are defined by theirrelation to other variables in the theory but not with reference to experimentalobservations. The wave function in quantum mechanics is perhaps one of thebest known example of such function, even though classical theories also providemany examples of such functions. These functions, which seem to hang in thin airdisconnected to experimental data, offer a daunting challenge to the instructor. Inthis article we consider the epistemic status of such functions and a method ofintroducing them to the students, a method that does not distort the original theory.We build our model for explanation on Hempel's analysis of relation between theoryand experiment and refine it further to show their roles in concept formation. 相似文献