Analogous Patterns of Student Reasoning Difficulties in Introductory Physics and Upper-Level Quantum Mechanics

TL;DR

This paper develops a framework to compare student reasoning difficulties in introductory physics and upper-level quantum mechanics, revealing striking similarities that can inform teaching strategies.

Contribution

It introduces a novel framework for comparing reasoning difficulties across different levels of physics education, highlighting similarities between introductory and advanced courses.

Findings

Qualitative reasoning difficulties are similar in physics and quantum mechanics.

The framework can guide the design of teaching and learning tools.

Insights into student difficulties can improve physics education strategies.

Abstract

Very little is known about how the nature of expertise in introductory and advanced courses compares in knowledge-rich domains such as physics. We develop a framework to compare the similarities and differences between learning and patterns of student difficulties in introductory physics and quantum mechanics. Based upon our framework, we argue that the qualitative patterns of student reasoning difficulties in introductory physics bear a striking resemblance to those found for upper-level quantum mechanics. The framework can guide the design of teaching and learning tools.