PERC 2025 Abstract Detail Page
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| Abstract Title: | Comparing student perspectives of intermediate classical mechanics and quantum mechanics courses |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | The transition from sophomore-level classes to junior-level classes is often a significant one---the level of mathematics, of abstraction, and of difficulty are all higher than what was encountered previously. This study examines how students compare quantum mechanics and intermediate classical mechanics across three dimensions: disciplinary identity (math vs. physics), epistemic focus (mathematical vs. conceptual), and perceived difficulty (easy vs. difficult). Using a semantic differential dial activity with an adapted continuous scale and semi-structured interviews, we collected both quantitative (percentage estimations from scale placements) and qualitative (student justifications of placements) data. While these results agree with many assumptions instructors have about the student experience, we find some surprises, highlighting the importance of instructional approaches that integrate conceptual grounding with mathematical formalism in QM curricula. By better understanding how students frame their experiences across disciplinary boundaries, educators can more effectively design learning environments that support sense-making in advanced physics contexts. |
| Session Time: | Poster Session A |
| Poster Number: | A-137 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Leanne Doughty Georgetown University |
| Co-Author(s) and Co-Presenter(s) |
James K. Freericks, Georgetown University Jason Tran, Georgetown University |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
