Interpretation in Quantum Physics as Hidden Curriculum

TL;DR

This paper examines how the implicit teaching of interpretive themes in quantum physics courses influences student beliefs, highlighting the role of explicit instruction in shaping understanding of quantum phenomena.

Contribution

It introduces the concept of a hidden curriculum in quantum physics education and analyzes how explicit versus implicit instruction affects student interpretations.

Findings

Explicit instruction aligns student beliefs with instructional goals.

Implicit teaching leads to persistent realist perspectives.

Addressing interpretive themes impacts student understanding.

Abstract

Prior research has demonstrated how the realist perspectives of classical physics students can translate into specific beliefs about quantum phenomena when taking an introductory modern physics course. Student beliefs regarding the interpretation of quantum mechanics often vary by context, and are most often in alignment with instructional goals in topic areas where instructors are explicit in promoting a particular perspective. Moreover, students are more likely to maintain realist perspectives in topic areas where instructors are less explicit in addressing interpretive themes, thereby making such issues part of a hidden curriculum. We discuss various approaches to addressing student perspectives and interpretive themes in a modern physics course, and explore the associated impacts on student thinking.