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Helping Students Learn Quantum Mechanics using Research-Validated Learning Tools
written by Paul Justice
The development and implementation of validated clicker question sequences, a research-based instructional strategy commonly implemented in physics courses due to its ease of implementation, has shown promise in improving student learning in upper level quantum mechanics. In this dissertation, I discuss a framework for the development, validation and in-class implementation of clicker questions sequences (CQS) and apply that framework to help advanced undergraduate students learn quantum mechanics in the context of the Stern-Gerlach experiment, Larmor precession of spin, addition of angular momentum, and concepts involving Fermi energy, total electronic energy of a free electron gas, and the Fermi-Dirac distribution function, several of which take advantage of previously validated Quantum Interactive Learning Tutorials (QuILT). In-class evaluation of the CQSs using peer instruction is discussed. This dissertation also explores the impact of increased mathematical rigor in a QuILT on students' conceptual understanding of quantum optics. In particular, student performance is discussed after engaging with 2 versions of a QuILT which uses a guided inquiry-based approach to help students learn quantum eraser concepts in the context of the Mach-Zehnder Interferometer (MZI): one version primarily qualitative and the other involving both conceptual and quantitative aspects. The implications of the extent to which students learned from the two versions of the QuILT is discussed within the Integration of Conceptual and Quantitative Understanding in Physics (ICQUIP) framework, which emphasizes appropriate integration of conceptual and quantitative aspects to equip students with functional knowledge and skills. Finally, I discuss instructional pragmatism and how instructors should view teaching as a process and innovate in their courses using a variety of research-based instructional pedagogies to improve student learning.
University: University of Pittsburgh
Academic Department:  Physics & Astronomy
Pages 324
Subjects Levels Resource Types
Education - Applied Research
- Active Learning
= Peer Instruction
- Instructional Material Design
= Problem/Question
- Technology
= Multimedia
Education - Basic Research
- Assessment
Quantum Physics
- Foundations and Measurements
= Probability and Interference
- Spin and Finite Dimensional Systems
= Stern-Gerlach Experiment
- Symmetries in Quantum Mechanics
= Angular Momentum
- Upper Undergraduate
- Reference Material
= Thesis/Dissertation
PER-Central Types Intended Users Ratings
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- Thesis/Dissertation
- Researchers
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Format:
application/pdf
Mirror:
http://d-scholarship.pitt.edu/371…
Access Rights:
Free access
Restriction:
© 2019 Paul Justice
Type:
Dissertation
NSF Number:
1806691
Record Creator:
Metadata instance created March 1, 2023 by Lyle Barbato
Record Updated:
March 3, 2023 by Lyle Barbato
Last Update
when Cataloged:
July 16, 2019
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Record Link
AIP Format
P. Justice, , Dissertation, University of Pittsburgh, 2019, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16430&DocID=5677).
AJP/PRST-PER
P. Justice, Helping Students Learn Quantum Mechanics using Research-Validated Learning Tools, Dissertation, University of Pittsburgh, 2019, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16430&DocID=5677>.
APA Format
Justice, P. (2019, July 16). Helping Students Learn Quantum Mechanics using Research-Validated Learning Tools (Dissertation, University of Pittsburgh, 2019). Retrieved July 25, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16430&DocID=5677
Chicago Format
Justice, Paul. "Helping Students Learn Quantum Mechanics using Research-Validated Learning Tools." Dissertation, University of Pittsburgh, 2019. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16430&DocID=5677 (accessed 25 July 2024).
MLA Format
Justice, Paul. "Helping Students Learn Quantum Mechanics using Research-Validated Learning Tools." Dissertation. 16 July 2019. University of Pittsburgh, 2019. 25 July 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16430&DocID=5677>.
BibTeX Export Format
@phdthesis{ Author = "Paul Justice", Title = {Helping Students Learn Quantum Mechanics using Research-Validated Learning Tools}, School = {University of Pittsburgh}, Type = {Dissertation}, Month = {July}, Year = {2019} }
Refer Export Format

%A Paul Justice %T Helping Students Learn Quantum Mechanics using Research-Validated Learning Tools %R Dissertation %D July 16, 2019 %P 324 %I University of Pittsburgh %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16430&DocID=5677 %O Physics & Astronomy %O application/pdf %O Dissertation

EndNote Export Format

%0 Thesis %A Justice, Paul %D July 16, 2019 %T Helping Students Learn Quantum Mechanics using Research-Validated Learning Tools %B Physics & Astronomy %I University of Pittsburgh %P 324 %8 July 16, 2019 %9 Dissertation %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16430&DocID=5677


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

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