Characterizing and monitoring student discomfort in upper-division quantum mechanics

Giaco Corsiglia, Tyler Garcia, Benjamin P. Schermerhorn, G. Passante, Homeyra Sadaghiani, S. Pollock
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引用次数: 4

Abstract

We investigate student comfort with the material in an upper-division spins-first quantum mechanics course. Pre-lecture surveys probing students' comfort were administered weekly, in which students assigned themselves a "discomfort level" on a scale of 0--10 and provided a written explanation for their choice. The weekly class-wide average discomfort level was effectively constant over the semester, suggesting that the class found no single unit especially jarring nor especially easy. Student written responses were coded according to their reported source of discomfort---math, math-physics connection, physics, and notation. The relative prevalence of these categories varied significantly over the semester, indicating that students find that different units present different challenges, and also that some of these challenges fade in importance as the semester progresses. Semi-structured interviews with students in a similar quantum mechanics course at a different institution provided additional context and insight into these results.
描述和监测学生在高级量子力学中的不适
我们调查学生对上阶自旋优先量子力学课程材料的适应程度。课前调查探究学生的舒适度每周进行一次,学生们在0- 10的范围内给自己分配一个“不适程度”,并为他们的选择提供书面解释。整个学期,全班每周的平均不适程度实际上是恒定的,这表明全班没有发现任何一个单元特别不和谐,也没有特别容易。学生的书面回答根据他们报告的不适来源——数学、数理化联系、物理和符号——进行编码。这些类别的相对流行程度在整个学期中变化很大,这表明学生发现不同的单元呈现不同的挑战,而且随着学期的进展,其中一些挑战的重要性逐渐减弱。对在另一所院校学习类似量子力学课程的学生进行的半结构化访谈为这些结果提供了额外的背景和见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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