Development and validation of a sequence of clicker questions for helping students learn addition of angular momentum in quantum mechanics

TL;DR

This paper presents the development, validation, and classroom implementation of a sequence of clicker questions designed to improve advanced undergraduates' understanding of adding angular momentum in quantum mechanics, leveraging inquiry-based learning.

Contribution

It introduces a validated sequence of clicker questions tailored for quantum angular momentum addition, enhancing scaffolding beyond individual questions.

Findings

Students showed improved understanding after using the CQS.

The CQS sequence outperformed previous individual question approaches.

Peer instruction with the CQS increased student engagement and learning gains.

Abstract

Engaging students with well-designed clicker questions is one of the commonly used research-based instructional strategy in physics courses partly because it has a relatively low barrier to implementation [1]. Moreover, validated robust sequences of clicker questions are likely to provide better scaffolding support and guidance to help students build a good knowledge structure of physics than an individual clicker question on a particular topic. Here we discuss the development, validation and in-class implementation of a clicker question sequence (CQS) for helping advanced undergraduate students learn about addition of angular momentum, which takes advantage of the learning goals and inquiry-based guided learning sequences in a previously validated Quantum Interactive Learning Tutorial (QuILT). The in-class evaluation of the CQS using peer instruction is discussed by comparing upper-level undergraduate student performance after engaging with the CQS with previous published data from the QuILT pertaining to these concepts.