Students' epistemological framing in quantum mechanics problem solving

被引：25

作者：

Modir, Bahar ^{[1
]}

Thompson, John D. ^{[1
]}

Sayre, Eleanor C. ^{[1
]}

机构：

[1] Kansas State Univ, Dept Phys, Cardwell Hall, Manhattan, KS 66506 USA

来源：

PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH | 2017年 / 13卷 / 02期

基金：

美国国家科学基金会;

关键词：

PHYSICS; PERFORMANCE; MATHEMATICS; SCIENCE; EXPERT;

D O I：

10.1103/PhysRevPhysEducRes.13.020108

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Students' difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics problems in an upper-division physics course. Using the lens of epistemological framing, we investigated four frames in our observational data: algorithmic math, conceptual math, algorithmic physics, and conceptual physics. We discuss the characteristics of each frame as well as causes for transitions between different frames, arguing that productive problem solving may occur in any frame as long as students transition appropriately between frames. Our work extends epistemological framing theory on how students frame discussions in upper-division physics courses.

引用

页数：12

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