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      Teaching and understanding of quantum interpretations in modern physics courses

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          Abstract

          Just as expert physicists vary in their personal stances on interpretation in quantum mechanics, instructors vary on whether and how to teach interpretations of quantum phenomena in introductory modern physics courses. In this paper, we document variations in instructional approaches with respect to interpretation in two similar modern physics courses recently taught at the University of Colorado, and examine associated impacts on student perspectives regarding quantum physics. We find students are more likely to prefer realist interpretations of quantum-mechanical systems when instructors are less explicit in addressing student ontologies. We also observe contextual variations in student beliefs about quantum systems, indicating that instructors who choose to address questions of ontology in quantum mechanics should do so explicitly across a range of topics.

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          New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey

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            Not all interactive engagement is the same: Variations in physics professors’ implementation ofPeer Instruction

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              Physics faculty beliefs and values about the teaching and learning of problem solving. I. Mapping the common core

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                Author and article information

                Journal
                28 August 2012
                Article
                10.1103/PhysRevSTPER.6.010101
                1208.5795

                http://arxiv.org/licenses/nonexclusive-distrib/1.0/

                Custom metadata
                PhysRev: ST Phys Ed. Rsrch 6, 010101 (2010)
                18 pages, references, plus 2 pages supplemental materials. 8 figures. PACS: 01.40.Fk, 03.65.-w
                physics.ed-ph quant-ph

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