Students' epistemological framing in quantum mechanics problem solving

TL;DR

This study investigates how students' epistemological framing affects their problem-solving in quantum mechanics, emphasizing the importance of flexible frame transitions for productive learning.

Contribution

It extends epistemological framing theory to upper-division physics, identifying key frames and transition factors in quantum mechanics problem solving.

Findings

Students use four main frames: algorithmic math, conceptual math, algorithmic physics, conceptual physics.

Productive problem solving depends on appropriate transitions between these frames.

Frame transitions are influenced by problem context and student understanding.

Abstract

Students' difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics problems in an upper-division physics course. Using the lens of epistemological framing, we investigated four frames in our observational data: algorithmic math, conceptual math, algorithmic physics, and conceptual physics. We discuss the characteristics of each frame as well as causes for transitions between different frames, arguing that productive problem solving may occur in any frame as long as students' transition appropriately between frames. Our work extends epistemological framing theory on how students frame discussions in upper-division physics courses.