| Title: |
Investigating the Effect of Two-State Approaches on Students' Understanding of Quantum Measurement: A Quasiexperimental Field Study |
| Language: |
English |
| Authors: |
Kristóf Tóth (ORCID 0000-0001-7274-0241); Sergej Faletic (ORCID 0000-0002-5154-2868); Marisa Michelini; Gesche Pospiech (ORCID 0000-0001-8424-5213); Andrea Betti (ORCID 0009-0008-4209-7484); Marco Nicolini (ORCID 0009-0000-0334-0156); Marco Parmiggiani (ORCID 0000-0001-5878-204X); Joaquin Veith (ORCID 0000-0002-2147-0349); Philipp Bitzenbauer (ORCID 0000-0001-5493-291X) |
| Source: |
Physical Review Physics Education Research. 2025 21(2). |
| Availability: |
American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/ |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Secondary Education |
| Descriptors: |
Secondary School Students; Secondary School Science; Physics; Scientific Literacy; Knowledge Level; Quantum Mechanics; Scientific Concepts; Thinking Skills; Science Process Skills; Concept Formation |
| DOI: |
10.1103/15rm-rlnj |
| ISSN: |
2469-9896 |
| Abstract: |
With the rise of quantum computing, interest has grown in using two-state quantum systems (qubits) at the secondary level to foster students' conceptual understanding. Quantum measurement, in particular, is central to quantum theory and its accurate conceptualization by students is crucial for grasping fundamental quantum principles. However, instructional methods typically make use of different contexts (i.e., different two-state systems), significantly affecting students' conceptual development in quantum physics. In this paper, we report findings from a cluster-randomized field trial involving 181 students taught through three inquiry-based, two-state approaches: the which-path-encoded single-photon, the polarization, and the double-well potential approach. All three approaches supported students' conceptual development, yet students taught using photon polarization and the double-well potential significantly outperformed those participating in a course following the which-path-encoded single-photon approach. Our findings indicate that students participating in the which-path-encoded single-photon approach often retain mixed-thinking frameworks, whereas those taught with photon polarization or the double-well potential approaches were more likely to develop toward quantum thinking. Thus, our findings underpin how influential the choice of (experimental) context is on students' conceptual development (also) in quantum physics. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1489876 |
| Database: |
ERIC |