Title: Student reasoning about quantum mechanics while working with physical experiments Show Chinese title

Title: 学生在进行物理实验时对量子力学的推理

Abstract: Instruction in quantum mechanics is becoming increasingly important as the field is not only a key part of modern physics research, but is also important for emerging technologies. However, many students regard quantum mechanics as a particularly challenging subject, in part because it is considered very mathematical and abstract. One potential way to help students understand and contextualize unintuitive quantum ideas is to provide them opportunities to work with physical apparatus demonstrating these phenomena. In order to understand how working with quantum experiments affects students' reasoning, we performed think-aloud lab sessions of two pairs of students as they worked through a sequence of quantum optics experiments that demonstrated particle-wave duality of photons. Analyzing the in-the-moment student thinking allowed us to identify the resources students activated while reasoning through the experimental evidence of single-photon interference, as well as student ideas about what parts of the experiments were quantum versus classical. This work will aid instructors in helping their students construct an understanding of these topics from their own ideas and motivate future investigations into the use of hands-on opportunities to facilitate student learning about quantum mechanics. Show Chinese abstract

Abstract: 量子力学的教学变得越来越重要，因为该领域不仅是现代物理研究的关键部分，而且对新兴技术也很重要。 然而，许多学生认为量子力学是一门特别具有挑战性的学科，部分原因是因为它被认为是高度数学化和抽象的。 帮助学生理解和将难以直观理解的量子概念置于具体情境中的一个潜在方法是，为他们提供操作展示这些现象的物理设备的机会。 为了了解参与量子实验对学生推理的影响，我们进行了两个学生小组的“口头思考”实验室会议，他们在这些会议中通过一系列演示光子粒子-波粒二象性的量子光学实验进行学习。 分析学生在实验过程中的即时思维，使我们能够识别学生在推理单光子干涉实验证据时所激活的资源，以及学生对实验中哪些部分属于量子现象还是经典现象的想法。 这项工作将有助于教师帮助学生从他们自己的想法出发构建对这些主题的理解，并激发未来对使用动手实践机会来促进学生学习量子力学的研究。