Improving student understanding of quantum mechanics underlying the Stern-Gerlach experiment using a research-validated multiple-choice question sequence

TL;DR

This study develops and validates a sequence of research-backed multiple-choice questions to improve student understanding of quantum mechanics through the Stern-Gerlach experiment, enhancing active learning in physics education.

Contribution

It introduces a validated framework for creating effective multiple-choice question sequences that promote deeper understanding of quantum mechanics in upper-level courses.

Findings

Students showed improved understanding after engaging with the question sequence.

Peer discussion during clicker questions enhanced learning outcomes.

The sequence was effective across students with diverse backgrounds.

Abstract

Engaging students with well-designed multiple-choice questions during class and asking them to discuss their answers with their peers after each student has contemplated the response individually can be an effective evidence-based active-engagement pedagogy in physics courses. Moreover, validated sequences of multiple-choice questions are more likely to help students build a good knowledge structure of physics than individual multiple-choice questions on various topics. Here we discuss a framework to develop robust sequences of multiple-choice questions and then use the framework for the development, validation and implementation of a sequence of multiple-choice questions focusing on helping students learn quantum mechanics via the Stern-Gerlach experiment that takes advantage of the guided inquiry-based learning sequences in an interactive tutorial on the same topic. The extensive research in developing and validating the multiple-choice question sequence strives to make it effective for students with diverse prior preparation in upper-level undergraduate quantum physics courses. We discuss student performance on assessment task focusing on the Stern-Gerlach experiment after traditional lecture-based instruction vs. after engaging with the research-validated multiple-choice question sequence administered as clicker questions in which students had the opportunity to discuss their responses with their peers.