PERC 2021 Abstract Detail Page
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| Abstract Title: | Ontological barriers to contemporary physics instruction in secondary classroom |
|---|---|
| Abstract: | Research suggests that contemporary physics topics such as quantum mechanics are among the physics topics that garner the most interest from secondary students. However, introducing these topics in a secondary physics classroom is rife with challenges. Topics like quantum mechanics can be introduced in a strictly conceptual manner without the need of complex mathematical formulism, but its counterintuitive and nondeterministic nature often inhibits student comprehension and acceptance of quantum principles. As revealed from our recent study, students hold such a common perspective that quantum mechanics is a complex version of Newtonian mechanics. After a prolonged exposure to the Newtonian framework in K-12 education, students need an ontological shift to appreciate the stochastic nature of quantum physics. Students should have a chance to learn this subject matter in secondary school and not be limited to 19th-century physics. In this paper, we present some ontologically prominent barriers for secondary students and propose possible instructional approaches to facilitate students' ontological shift. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session 1 Room A |
| Poster Number: | 1A-8 |
Author/Organizer Information | |
| Primary Contact: |
Zac Patterson The Ohio State University Columbus, OH 43210 Phone: 3302310560 |
| Co-Author(s) and Co-Presenter(s) |
Dr. Lin Ding The Ohio State University |
