The structure of learners’ perceptions of models (not only) in quantum physics: spotlight on Fidelity of Gestalt and Functional Fidelity

In previous research, it has been argued that many of the student (mis-)conceptions of quantum concepts described in the literature as widespread among learners can be traced back to poorly developed (quantum) model perceptions that hinder the learning of quantum physics. In particular, it has been shown that the degrees of two cognitive dimensions, namely Functional Fidelity and Fidelity of Gestalt, in students’ thinking account for a substantial amount of the variance in students’ model perceptions in quantum physics and may therefore be useful for describing and understanding the (development of) students’ conceptions of quantum physics topics. So far, however, the cognitive dimensions Functional Fidelity and Fidelity of Gestalt have only been investigated in exploratory studies. In this article, we report the results of a confirmatory factor analysis of data collected from N = 179 secondary school students using an instrument adapted from the literature to assess learners’ perceptions of the photon model. The results of our study provide empirical evidence that the two-factor model of learners’ model perceptions in the quantum context is indeed a good fit to the data. Together with literature from science education research on students’ conceptual development, and taking into account earlier findings on Fidelity of Function and Gestalt Fidelity we derive a plausible description of students’ conceptual development in the context of quantum physics – leading to what we call the Fidelities-Model of Conceptual Development. We discuss this framework in the light of previous research and argue for its potential generalisability beyond the teaching and learning of quantum physics topics. The implications of our findings for both science education research and practice are presented.