Transfer of Learning in Quantum Mechanics

TL;DR

This paper examines the challenges undergraduate students face in transferring quantum mechanics knowledge across contexts, highlighting the importance of aligning prior learning with quantum principles to improve understanding.

Contribution

It identifies specific difficulties in knowledge transfer in quantum mechanics education and emphasizes the need for better curriculum alignment to facilitate conceptual internalization.

Findings

Students struggle with applying prior knowledge in quantum contexts.

Knowledge transfer is hindered by semi-classical models.

Better curriculum alignment improves understanding.

Abstract

We investigate the difficulties that undergraduate students in quantum mechanics courses have in transferring learning from previous courses or within the same course from one context to another by administering written tests and conducting individual interviews. Quantum mechanics is abstract and its paradigm is very different from the classical one. A good grasp of the principles of quantum mechanics requires creating and organizing a knowledge structure consistent with the quantum postulates. Previously learned concepts such as the principle of superposition and probability can be useful in quantum mechanics if students are given opportunity to build associations between new and prior knowledge. We also discuss the need for better alignment between quantum mechanics and modern physics courses taken previously because semi-classical models can impede internalization of the quantum paradigm in more advanced courses.