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Abbildung 6.2: Balkendiagramme, die die Auswahlhäufigkeit unterschiedlicher Antwortmöglichkeiten (1, 2 und 3) zweier Items aus dem Posttest in der Pilotstudie zeigen. Links: ein Item mit hinreichender Varianz, wobei die richtige Antwortmöglichkeit (= 3) am häufigsten ausgewählt wurde. Items mit einer solchen Antwortverteilung sind potentiell dazu geeignet zwischen "guten" und "schwächeren" Schülerinnen und Schülern zu differenzieren. Rechts: Eine der drei Antwortmöglichkeit wird von fast allen Befragten angekreuzt. Dieses Item ist entweder zu leicht, falls die dritte Möglichkeit tatsächlich wahr ist, oder es ist zu schwer. In keinem Fall kann ein solches Item zwischen unterschiedlichen Leistungsgruppen differenzieren, es dient also nicht dem Ziel, das mit einem Fachwissenstest verfolgt wird. Die Aufgabe der in diesem Abschnitt berichteten Itemanalyse ist es, solche Probleme zu identifizieren, in psychometrischen Kennwerten (Itemschwierigkeit und Trennschärfe) zu quantifizieren und eine Überarbeitung oder den Ausschluss problematischer Items zu initiieren.
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Die Quantenphysik bildet schon heute das Fundament zahlreicher aktueller Technologien. Zukünftige Quantentechnologien, wie Quantencomputer, werden sowohl in der Industrie als auch für die Gesellschaft an Bedeutung gewinnen.
In vielen nationalen und internationalen Schulcurricula ist die Quantenphysik als Thema für den Physikunterricht mittlerweile...
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Citations
... As will be discussed in Sec. III B, each approach demonstrates gains in students' understanding, but they each use a different instrument to measure these gains [18][19][20]41,43,[48][49][50][51]. It is reasonable to expect that context and teaching methods matter when learning physics. ...
... In a mixed-methods field study [50], N ¼ 173 high school students' learning of QP was evaluated using the single-photon approach as described in Ref. [70]. Through the collection of both qualitative and quantitative data, the authors found that the study participants achieved an adequate conceptual understanding of quantum optics and built up a mostly adequate understanding of the essential features of QP while at the same time finding that students struggled to detach from classical particle conceptions of the photon [48]. ...
The teaching and learning of quantum physics has recently become a topic of increasing interest in physics education research. In particular, the study of two-state systems is gaining importance as a means of teaching quantum physics at various educational levels. Meanwhile, a number of approaches have been developed that are also suitable for high school students. It can be assumed that the different approaches have different degrees of effectiveness in teaching central quantum concepts. However, suitable evaluation instruments to test this are still lacking. Therefore, as a first step, a short questionnaire on quantum measurement, suitable for both research and classroom use, was developed in several steps. First, a questionnaire with open and closed items was created and piloted with a total of N = 120 learners. The responses were evaluated qualitatively using a comprehensive coding manual, which provided insights into learners’ conceptions. These results led to the development of an eight-item questionnaire that could be adapted to different teaching approaches. This questionnaire was subjected to expert review and, finally, successfully tested for its psychometric properties with a sample of N = 201 learners. Overall, our results provide initial empirical evidence that context (i.e., which two-state approach is used) does matter for student learning, but in general, two-state approaches appear to be particularly conducive to learning quantum concepts (specified in this article for quantum measurement) compared to traditional instruction.
Published by the American Physical Society 2024
... In contrast to the analysis of conference papers, we can provide more details on the design products, because of the more detailed descriptions in theses. Seven authors present a concept for practice that is curricular in nature, such as a teaching-learning environment (Tobias, 2010), a learning environment (Küpper, 2021), a teaching-learning arrangement (Haagen-Schützenhöfer, 2016), a concept for instruction (Bitzenbauer, 2020;Burde, 2018), or a learning unit (Wiener, 2017). All of these authors provide teaching and learning materials as well as a content structure, except for Wiener (2017), who primarily suggests typographical illustrations and how to implement them. ...
Researchers often develop teaching-learning solutions to improve the quality of instruction. Some of these solutions are developed in the paradigm of design-based research (DBR). The output of DBR projects goes beyond design products for practice and includes contributions to local theories about teaching-learning in specific subject areas and contexts as well as knowledge about how to design and implement these processes. Design knowledge and contributions to local theories are intended to construct a cumulative, content-specific body of knowledge about teaching and learning that is transferable to related subject areas or contexts. To make this process work, dimensions of DBR need to be systematically reported. However, DBR projects are sometimes criticized for focusing more on practical output than on reports about research output and the form of cooperation with practitioners. To empirically investigate these presumed voids, we examined DBR projects conducted by the German-speaking physics education research community during the past 20 years.
... Currently, only a few studies with relatively small samples have been published exploring obstacles that students encounter with regards to quantum optics [33,[51][52][53][54]]. An exploratory interview study identifying N = 25 students' difficulties regarding different quantum optics content domains is reported in Ref. [55]. In [55], it was shown that (a) students are predominantly unprejudiced towards the experimental and technical foundations of quantum optics experiments, e.g., with regard to the preparation of single-photon states in experiments with heralded photons via coincident events on binary detectors, and that (b) most of the students can cope with the underlying principles [55]. ...
... An exploratory interview study identifying N = 25 students' difficulties regarding different quantum optics content domains is reported in Ref. [55]. In [55], it was shown that (a) students are predominantly unprejudiced towards the experimental and technical foundations of quantum optics experiments, e.g., with regard to the preparation of single-photon states in experiments with heralded photons via coincident events on binary detectors, and that (b) most of the students can cope with the underlying principles [55]. These indications are also supported in further studies, e.g., exploiting the technique of probing acceptance [51]. ...
... An exploratory interview study identifying N = 25 students' difficulties regarding different quantum optics content domains is reported in Ref. [55]. In [55], it was shown that (a) students are predominantly unprejudiced towards the experimental and technical foundations of quantum optics experiments, e.g., with regard to the preparation of single-photon states in experiments with heralded photons via coincident events on binary detectors, and that (b) most of the students can cope with the underlying principles [55]. These indications are also supported in further studies, e.g., exploiting the technique of probing acceptance [51]. ...
Quantum technologies have outgrown mere fundamental research in laboratories over recent years, and will facilitate more and more potentially disruptive applications in a wide range of fields in the future. In foresight, qualification opportunities need to be implemented in order to train qualified specialists, referred to as the future quantum workforce, in various fields. Universities world-wide have launched qualification programmes for engineers focusing on quantum optics and photonics. In many of these programmes, students attend courses on quantum physics contextualized via quantum optics experiments with heralded photons, because: (1) their experimental and physical foundations may be directly leveraged to teaching a number of quantum technology applications, and (2) physics education research has provided empirical evidence, according to which such quantum optics-based approaches are conducive to learning about quantum concepts. While many teachers are confident about the effectiveness of their concepts, there is little empirical evidence due to the lack of content-area-specific research tools. We present a 16-item concept inventory to assess students’ conceptual understanding of quantum optics concepts in the context of experiments with heralded photons adopted from a test instrument published in the literature. We have administered this Quantum Optics Concept Inventory as a post-test to N = 216 students after instruction on quantum optics as part of an undergraduate engineering course. We evaluated the instruments’ psychometric quality, both in terms of classical test theory, and using a Rasch scaling approach. The Quantum Optics Concept Inventory enables a reliable measure (α = 0.74), and the data gathered show a good fit to the Rasch model. The students’ scores suggest that fundamental quantum effects pose striking learning hurdles to the engineering students. In contrast, most of the students are able to cope with the experimental and technical foundations of quantum optics experiments with heralded photons and their underlying principles, such as the coincidence technique used for the preparation of single-photon states. These findings are in accordance with prior research, and hence, the Quantum Optics Concept Inventory may serve as a fruitful starting point for future empirical research with regard to the education of the future quantum workforce.
... Lastly, in this article, we understand adequate conceptual understanding to be achieved by students who scored at least 50% of the total post-test score as has been achieved in prior research (cf. [34]). In this regard, it is important to note that for the clarification of the first part of RQ1 the pretest score is not relevant. ...
... The total normalized gain at 0.40 ± 0.21 is satisfactory and comparable to similar research projects (cf. 0.35 ± 0.21 in [34] (p. 156) or 0.37 ± 0.18 in [33] (p. ...
In an earlier contribution to Education Sciences we presented a new concept inventory to assess students’ conceptual understanding of introductory group theory—the CI2GT. This concept inventory is now leveraged in a pretest-post-test design with N=143 pre-service teachers to enrich this body of work with quantitative results. On the one hand, our findings indicate three recurring learning difficulties which will be discussed in detail. On the other hand, we provide a summative evaluation of the Hildesheim Teaching Concept and discuss students’ learning gain in different sub-domains of group theory. Together, the results allow for an empirical perspective on educational aspects of group theory and thus bridge the gap between qualitative and quantitative research in this field which constitutes a desideratum to date.
... If the mean value of a acceptance level for one key idea was above the cut-off value of 0.5, it was seen as acceptable (cf. [53] (p. 72)). ...
... If the mean value of a paraphrasing level for one key idea was above the cut-off value of 0.5, it was seen as acceptable (cf. [53] (pp. 75-76)). ...
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individual learners leveraging a research method from science education: The acceptance survey. The results of our study indicate that the instructional elements within our new teaching concept were well accepted by the students, but potential learning difficulties were also revealed. On the one hand, we discuss how the insights gained in learners’ cognitive processes when learning about abstract algebra with our new teaching concept can help to refine our teaching–learning sequence in the sense of Design-Based Research. On the other hand, our results may serve as a fruitful starting point for more in-depth theoretical characterization of secondary school students’ learning progression in abstract algebra.
... These key items are also part of the international core curriculum on quantum physics which was extracted by the analysis of curricula from 15 nations [2]. Empirical research on the students' learning processes can provide arguments for or against the use of a respective teaching proposal [11][12][13][14]. Establishing a proposal as a valid school curriculum requires the support of physicists on school boards, in professional associations, and in academic teaching. ...
No consensus has been reached so far concerning the key topics on quantum physics suitable for secondary school teaching, despite comprehensive research. We identified the variety of associations with quantum physics among professionals as a potential cause. From an explorative mind map study with N = 29 physics researchers, we derive six subject-specific focal points in the associations that researchers have with quantum physics.
... Quantum interference may serve as an example: Students who think of photons or electrons as small balls with a defined position moving along a well-defined path tend to believe, when conducting the double-slit experiment or an interferometer experiment with single quanta, no interference pattern will appear [23,39]. Another common students' idea is that of single quanta being reflected at the space between the two slits [40], or being deflected at a slit edge and moving away on a straight path [41]. ...
... In this work, there is a particular case in this respect: Quantum optics-based approaches to quantum physics differ so fundamentally from traditional courses at schools that a comparison with other approaches is not meaningfully possible via learning gains alone. Similar arguments have also been presented in previous contributions [40,66]. Hence, in our study, we do not compare the effect of the two concepts on learning gains, but on learners' conceptions as developed by students introduced to quantum physics with the respective proposal (traditional vs. quantum optics). ...
We conducted a quasiexperimental study in order to investigate the effect of a teaching concept on quantum physics based on coincidence and correlation experiments with heralded photons on preuniversity students' conceptions of quantum physics (experimental group, N = 150). We compare the results with the traditional curriculum's effect (control group, N = 130) at German secondary schools using a questionnaire to assess students' conceptions of quantum physics adapted from the literature. The results show that students introduced to quantum physics using the quantum optics concept acquire conceptions of quantum physics that are significantly less influenced by classical mechanistic and deterministic conceptions than those of the control group. In more detail, correlation and principal component analysis results indicate that the conceptions acquired by experimental group students are more consistent than those of the control group students.
... In den vergangenen Jahren finden sich in der didaktischen Entwicklungs-und Forschungsarbeit diverse Ansätze zur Behandlung moderner Quantenphysik in der Schule, in welchen neben dem Einbezug aktueller Entwicklungen auch insbesondere nahegelegt wird, auf eine historische Einführung der Quantenphysik zu verzichten (z. B. Bitzenbauer, 2020;Müller, 2016). In den Fokus rücken dabei solche Zugänge, die sich auf die Einführung von Quantenphysik über Zwei-Zustands-Systeme konzentrieren, also solchen quantenphysikalischen Systemen, welche nach einem quantenphysikalischen Messprozess nur zwei mögliche Ergebnisse aufweisen. ...
Mathematische Strukturen sind wesentlicher Bestandteil der Beschreibung von Quantenphysik. Nicht zuletzt wird die Quantentheorie als eine der wichtigsten physikalischen Theorien überhaupt bezeichnet und Mathematik als wesentlich für ein konzeptionelles Verständnis angesehen. Dementsprechend scheint es plausibel, dass mathematische Beschreibungen schon in der Schule zu einem Verständnis quantenphysikalischer Konzepte beitragen können, weshalb es erstrebenswert ist, den Einfluss mathematischer Beschreibungen auf das Verständnis im Kontext der Schule umfassend zu untersuchen. In einer qualitativen Laborstudie werden die Akzeptanz gegenüber einer mathematisch formalen Beschreibung sowie die Rolle mathematischer Repräsentationen für das Verständnis quantenphysikalischer Prinzipien untersucht. Dabei werden in einem ersten Schritt Lehramtsstudierende und Lehrkräfte befragt, worauf in einem zweiten Schritt die Befragung von Lernenden der Sekundarstufe II folgen soll. Ergebnisse der Befragung von Lehramtsstudierenden werden hier vorgestellt.
