Insights into teaching quantum mechanics in secondary and lower undergraduate education

TL;DR

This review analyzes research on teaching quantum mechanics at secondary and lower undergraduate levels, highlighting student misconceptions, teaching challenges, and the need for better assessment tools and strategies.

Contribution

It provides a comprehensive overview of existing research, identifying gaps in understanding student difficulties and evaluating teaching methods for introductory quantum mechanics.

Findings

Students struggle to relate quantum physics to physical reality.

Limited research on teaching complex quantum phenomena like superposition.

Diverse teaching strategies exist, but their effectiveness is under-investigated.

Abstract

This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences between the conceptual nature of quantum mechanics and classical physics, research on misconceptions, testing, and teaching strategies for introductory quantum mechanics is needed. For this review, 74 articles were selected and analyzed for the misconceptions, research tools, teaching strategies and multimedia applications investigated. Outcomes were categorized according to their contribution to the various subtopics of quantum mechanics. Analysis shows that students have difficulty relating quantum physics to physical reality. It also shows that the teaching of complex quantum behavior, such as time dependence, superposition and the measurement problem, has barely been investigated for the secondary and lower undergraduate level. At the secondary school level, this review shows a need to investigate student difficulties concerning wave functions and potential wells. Investigation of research tools shows the necessity for the development of assessment tools for secondary and lower undergraduate education, which cover all major topics and are suitable for statistical analysis. Furthermore, this review shows the existence of very diverse ideas concerning teaching strategies for quantum mechanics and a lack of research into which strategies promote understanding. This review underlines the need for more empirical research into student difficulties, teaching strategies, activities and research tools intended for a conceptual approach for quantum mechanics.