Publication

Secondary school students’ views of nature of science in quantum physics

Stadermann, H. K. E. & Goedhart, M. J., 26-Mar-2020, In : International Journal of Science Education. p. 1-20

Research output: Contribution to journalArticleAcademicpeer-review

APA

Stadermann, H. K. E., & Goedhart, M. J. (2020). Secondary school students’ views of nature of science in quantum physics. International Journal of Science Education, 1-20. https://doi.org/10.1080/09500693.2020.1745926

Author

Stadermann, H. K. E. ; Goedhart, M. J. / Secondary school students’ views of nature of science in quantum physics. In: International Journal of Science Education. 2020 ; pp. 1-20.

Harvard

Stadermann, HKE & Goedhart, MJ 2020, 'Secondary school students’ views of nature of science in quantum physics', International Journal of Science Education, pp. 1-20. https://doi.org/10.1080/09500693.2020.1745926

Standard

Secondary school students’ views of nature of science in quantum physics. / Stadermann, H. K. E.; Goedhart, M. J.

In: International Journal of Science Education, 26.03.2020, p. 1-20.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Stadermann HKE, Goedhart MJ. Secondary school students’ views of nature of science in quantum physics. International Journal of Science Education. 2020 Mar 26;1-20. https://doi.org/10.1080/09500693.2020.1745926


BibTeX

@article{443814f3771c4e9fb8955d6aa3100de7,
title = "Secondary school students’ views of nature of science in quantum physics",
abstract = "Epistemological and philosophical issues have always been relevant for the foundations of physics, but usually do not find their way into secondary physics classrooms. As an exception to this, the strangeness of quantum physics (QP) naturally evokes philosophical questions, and learners might have to change their ideas about the nature of science (NOS). In this exploratory mixed-method study, we examined possible connections between upper secondary school students’ QP content knowledge and their ideas about relevant aspects of NOS in the context of QP. We administered a QP concept test to 240 Dutch secondary students (age 17–19) after they attended classes on QP without a focus on NOS. Next, we selected 24 students with a range of test scores for individual semi-structured interviews about their understanding of wave-particle duality and their views on five aspects of NOS. Contrary to NOS studies in other contexts, the interviews showed that all 24 students had well-informed NOS views in the context of QP. We contend that NOS in QP might be more easily accessible than in many other contexts. Our results suggest that QP can have an additional role in the physics curriculum by enhancing students’ understanding of NOS.",
keywords = "Quantum mechanics, physics, secondary school, education, nature of science",
author = "Stadermann, {H. K. E.} and Goedhart, {M. J.}",
year = "2020",
month = "3",
day = "26",
doi = "10.1080/09500693.2020.1745926",
language = "English",
pages = "1--20",
journal = "International Journal of Science Education",
issn = "0950-0693",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",

}

RIS

TY - JOUR

T1 - Secondary school students’ views of nature of science in quantum physics

AU - Stadermann, H. K. E.

AU - Goedhart, M. J.

PY - 2020/3/26

Y1 - 2020/3/26

N2 - Epistemological and philosophical issues have always been relevant for the foundations of physics, but usually do not find their way into secondary physics classrooms. As an exception to this, the strangeness of quantum physics (QP) naturally evokes philosophical questions, and learners might have to change their ideas about the nature of science (NOS). In this exploratory mixed-method study, we examined possible connections between upper secondary school students’ QP content knowledge and their ideas about relevant aspects of NOS in the context of QP. We administered a QP concept test to 240 Dutch secondary students (age 17–19) after they attended classes on QP without a focus on NOS. Next, we selected 24 students with a range of test scores for individual semi-structured interviews about their understanding of wave-particle duality and their views on five aspects of NOS. Contrary to NOS studies in other contexts, the interviews showed that all 24 students had well-informed NOS views in the context of QP. We contend that NOS in QP might be more easily accessible than in many other contexts. Our results suggest that QP can have an additional role in the physics curriculum by enhancing students’ understanding of NOS.

AB - Epistemological and philosophical issues have always been relevant for the foundations of physics, but usually do not find their way into secondary physics classrooms. As an exception to this, the strangeness of quantum physics (QP) naturally evokes philosophical questions, and learners might have to change their ideas about the nature of science (NOS). In this exploratory mixed-method study, we examined possible connections between upper secondary school students’ QP content knowledge and their ideas about relevant aspects of NOS in the context of QP. We administered a QP concept test to 240 Dutch secondary students (age 17–19) after they attended classes on QP without a focus on NOS. Next, we selected 24 students with a range of test scores for individual semi-structured interviews about their understanding of wave-particle duality and their views on five aspects of NOS. Contrary to NOS studies in other contexts, the interviews showed that all 24 students had well-informed NOS views in the context of QP. We contend that NOS in QP might be more easily accessible than in many other contexts. Our results suggest that QP can have an additional role in the physics curriculum by enhancing students’ understanding of NOS.

KW - Quantum mechanics

KW - physics

KW - secondary school, education

KW - nature of science

U2 - 10.1080/09500693.2020.1745926

DO - 10.1080/09500693.2020.1745926

M3 - Article

SP - 1

EP - 20

JO - International Journal of Science Education

JF - International Journal of Science Education

SN - 0950-0693

ER -

ID: 120797673