Quantum Theory contents insertion in High School curricula

A inovação científica e tecnológica do século XX foi esmagadora. Contudo, a nossa experiência docente permite-nos afirmar que as aprendizagens na escola secundária estão longe de acompanhar a evolução que se verifica na sociedade atual. No entanto, já estão a ser incluídos alguns conteúdos de Física Moderna nos currículos oficiais de vários países, parecendo evidenciar uma preocupação em atualizar a preparação dos jovens para o mundo que os rodeia. Neste artigo relatamos um estudo que fizemos acerca dos currículos de Física de alguns países, sobretudo no que diz respeito à Teoria Quântica, a grande invenção do século XX, tentando identificar os conteúdos selecionados e a maneira como estes se integram nas orientações curriculares gerais.In the XXth century, scientific and technological innovation has been overwhelming. Our teaching profession lead us to believe that studies in High Schools do not follow the evolution of ideas that characterizes our modern society. However, some contents of Modern Physics are already included in the official curricula of several countries, which seem to be worried about the improvement of today’s youth training. In this paper we report a study made about Physics’ curricula in several countries, emphasizing Quantum Theory issues, the biggest invention of the XXth century, trying to identify the selected subjects selected and the way they fit into general curricula orientations

'Quantum mechanics' and 'scientific explanation' an explanatory strategy aiming at providing 'understanding'

Empirical studies persistently indicate that the usual explanatory strategies used in quantum mechanics (QM) instruction fail, in general, to yield understanding. In this study, we propose an instructional intervention, which: (a) incorporates into its subject matter a critical comparison of QM scientific content with the fundamental epistemological and ontological commitments of the prominent philosophical theories of explanation, a weak form of which we meet in QM teaching; (b) illuminates the reasons of their failure in the quantum domain; and (c) implements an explanatory strategy highly inspired by the epistemological pathways through which, during the birth-process of QM, science has gradually reached understanding. This strategy, an inherent element of which is the meta-cognitive and meta-scientific thinking, aims at leading learners not only to an essential understanding of QM worldview, but to a deep insight into the 'Nature of Science' as well. © 2006 Springer Science+Business Media, Inc

The heisenberg microscope: A powerful instructional tool for promoting meta-cognitive and meta-scientific thinking on quantum mechanics and the 'Nature of Science'

In this paper, we present a multi-dimensional study concerning Heisenberg's 'gamma ray microscope', a thought experiment, which is intimately connected with the historical development of quantum mechanics (QM), and also with the most disputed interpretations of quantum theory. In this study: (a) we investigate how philosophers of science read and explicate the function of thought experimentation in physical science; (b) in the light of relevant philosophical theories, we examine the complicated epistemological questions raised by the 'gamma-ray microscope' during the birth-process of QM and the contribution of this thought experiment to the clarification of the physical meaning of Heisenberg's indeterminacy relations; (c) on the basis of the preceding analysis, we propose an instructional intervention, which aims at leading learners not only to an essential understanding of QM worldview, but to a deep insight into the Nature of Science as well. © 2006 Springer Science+Business Media, Inc

Realism vs. constructivism in contemporary physics: The impact of the debate on the understanding of quantum theory and its instructional process

In the present study we attempt to incorporate the philosophical dialogue about physical reality into the instructional process of quantum mechanics. Taking into account that both scientific realism and constructivism represent, on the basis of a rather broad spectrum, prevalent philosophical currents in the domain of science education, the compatibility of their essential commitments is examined against the conceptual structure of quantum theory. It is argued in this respect that the objects of science do not simply constitute 'personal constructions' of the human mind for interpreting nature, as individualist constructivist consider, neither do they form products of a 'social construction', as sociological constructivist assume; on the contrary, they reflect objective structural aspects of the physical world. A realist interpretation of quantum mechanics, we suggest, is not only possible but also necessary for revealing the inner meaning of the theory's scientific content. It is pointed out, however, that a viable realist interpretation of quantum theory requires the abandonment or radical revision of the classical conception of physical reality and its traditional metaphysical presuppositions. To this end, we put forward an alternative to traditional realism interpretative scheme, that is in harmony with the findings of present-day quantum theory, and which, if adequately introduced into the instructional process of contemporary physics, is expected to promote the conceptual reconstruction of learners towards an appropriate view of nature. © Springer 2005

Quantum mechanics: A systemic component of the modern physics paradigm

This article presents an epistemological approach to quantum mechanics teaching. © 2000

Teaching Einsteinian physics at schools: Part 2, models and analogies for quantum physics

© 2017 IOP Publishing Ltd. The Einstein-First project approaches the teaching of Einsteinian physics through the use of physical models and analogies. This paper presents an approach to the teaching of quantum physics which begins by emphasising the particle-nature of light through the use of toy projectiles to represent photons. This allows key concepts including the spacing between photons, and photon momentum to be introduced. This in-turn allows an intuitive understanding of the uncertainty principle. We present optical interference in the context of individual photons, using actual videos showing the development of images one at a time. This enables simple laser interference experiments to be interpreted through the statistical arrival of photons. The wave aspects of quantum phenomenon are interpreted in terms of the wavelike nature of the arrival probabilities

The Place of the History of Chemistry in the Teaching and Learning of Chemistry

To those of us who are sold on history it may seem non-controversial to suggest that the learning and teaching of chemistry should give cognisance to the historical development of the subject. However, this suggestion is proving controversial amongst some in the chemistry profession. For example, in the October 2010 edition of Chemistry in Australia Rami Ibo takes issue with the emphasis on the history of science in the HSC chemistry curriculum (Year 12) in New South Wales. He studied chemistry, physics and biology for his HSC in NSW and concluded that, because the primary focus of these three sciences was History of Science, “There was hardly any content that challenged our minds, and calculations barely involved plugging in numbers into an equation…..We were required to recall Antoine Lavoisier’s experiments that led to the theories of acids and bases… while my friends in Lebanon were studying ideal gas laws, chemical kinetics, acids and bases, organic chemistry, soaps and detergents, medicinal chemistry and new materials” (Ibo 2010). What does the literature have to say in response to such arguments? Does the presence of the history of chemistry in a curriculum necessarily reduce important content and problem solving skills? A study of the literature suggests at least three reasons for persisting with aspects of the history of chemistry in the learning and teaching of chemistry. 1. The fact that student conceptions sometimes recapitulate early ideas found in the history of chemistry is seen as offering teachers a means of a deeper understanding of student ideas with the potential for more positive learning outcomes. 2. Conceptual clarity is more easily achieved within an historical context. Often conceptual usefulness is pursued at the expense of conceptual depth (de Berg 2008a). 3. The history of chemistry directly gives us some idea of the epistemological status of chemistry within science and knowledge in general and therefore gives a student access to aspects of the Nature of Science. This review chapter also examines different ways the history of chemistry has been incorporated into chemistry curricula and looks at the purported advantages, disadvantages, and limitations of such attempts. Some directions for future research in this area are included in the chapter