Improving Students' Understanding of Quantum Measurement

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   An extensive Study of Teaching / Learning Quantum Mechanics in College

   Bayram Akarsu · 2010 · Enseignement de la physique · Pas encore résumé

   Résumé scientifique

   Quantum physics is considered as one of the most remarkable discoveries of contemporary physics grown during previous century and gradually manifested to the scientific world such as inventions of laser, the transistor, the electron microscope, and semiconductor. Teaching of physical science has been stressed in the National Science Education Standards (NSES) from level K-12 as well as many state science standards (Gossard, 2000). The objectives of the current study are to investigate prospective elucidation of the most common learning difficulties, insufficient teaching strategies and other significant instructional or conceptual problems encountered by science and engineering college stude…

2. Proche Pas pertinent

   Gamification of Quantum Mechanics Teaching

   Ole Eggers Bjælde, Mads Kock Pedersen, Jacob Sherson · 2015 · Enseignement de la physique · Pas encore résumé

   Résumé scientifique

   In this small scale study we demonstrate how a gamified teaching setup can be used effectively to support student learning in a quantum mechanics course. The quantum mechanics games were research games, which were played during lectures and the learning was measured with a pretest/posttest method with promising results. The study works as a pilot study to guide the planning of quantum mechanics courses in the future at Aarhus University in Denmark.

3. Apparenté Pas pertinent

   Training Computer Scientists for the Challenges of Hybrid Quantum-Classical Computing

   Vincenzo De Maio, Meerzhan Kanatbekova, Felix Zilk et al. · 2024 · in: Proceedings of the 2024 IEEE 24th International Symposium on Cluster, Cloud and Internet Computing (CCGrid), Philade · Résumé IA disponible

   Résumé scientifique

   As we enter the post-Moore era, we experience the rise of various non-von-Neumann-architectures to address the increasing computational demand for modern applications, with quantum computing being among the most prominent and promising technologies. However, this development creates a gap in current computer science curricula since most quantum computing lectures are strongly physics-oriented and have little intersection with the remaining curriculum of computer science. This fact makes designing an appealing course very difficult, in particular for non-physicists. Furthermore, in the academic community, there is consensus that quantum computers are going to be used only for specific computa…

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   Learning-focuses in physics simulation learning situations

   Ake Ingerman, Cedric Linder, Delia Marshall · 2004 · Enseignement de la physique · Résumé IA disponible

   Résumé scientifique

   This is a report on a qualitative study of students' learning where a physics computer simulation session is used to supplement lectures on the topic. Drawing on phenomenography as the analytical framework, the students' learning-focuses were analysed. The result is a description of four distinctly different learning-focuses that emerged when the students involved in the study interacted with the computer simulations. These learning-focuses were then analysed in terms of the level of interaction, the nature of physics knowledge and views of learning experienced by the students. These results were then used to identify advantages and disadvantages of learning through interaction with simulati…

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   Instructional Strategies that Foster Effective Problem-Solving

   Chandralekha Singh, Alexandru Maries, Kenneth Heller et al. · 2023 · Enseignement de la physique · Résumé IA disponible

   Résumé scientifique

   Helping students become proficient problem solvers is a major goal of many physics courses from introductory to advanced levels. In fact, physics has often been used by cognitive scientists to investigate the differences between the problem-solving strategies of expert and novice problem solvers because it is a domain in which there is reasonably good agreement about what constitutes good problem-solving. Since the laws of physics are encapsulated in compact mathematical form, becoming an expert physics problem solver entails learning to unpack and interpret those physical laws as well as being able to apply them in diverse situations while solving problems. A physics expert must have a well…

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   Interactions between teaching assistants and students boost engagement in physics labs

   Jared B. Stang, Ido Roll · 2013 · Enseignement de la physique · Pas encore résumé

   Résumé scientifique

   Through in-class observations of teaching assistants (TAs) and students in the lab sections of a large introductory physics course, we study which TA behaviors can be used to predict student engagement and, in turn, how this engagement relates to learning. For the TAs, we record data to determine how they adhere to and deliver the lesson plan and how they interact with students during the lab. For the students, we use observations to record the level of student engagement and pre- and post-tests of lab skills to measure learning. We find that the frequency of TA-student interactions, especially those initiated by the TAs, is a positive and significant predictor of student engagement. Interes…

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   Incorporating microlearning videos, online exercises and assessments into introductory physics

   Ché Netzer, Alexander Mittelstädt · 2021 · Enseignement de la physique · Pas encore résumé

   Résumé scientifique

   We report on the evolution of the largest physics course at the Technical University Berlin during the COVID-19 pandemic, which boosted the development of online learning content, electronic assessments, and, not at least, the reconceptualization of our teaching methods. By shifting to distance education, we created features that can be easily implemented and combined with any physics-type course at a university level. Thereby, we incidentally made introductory physics sustainably accessible to students having difficulties visiting the university. Besides our experiences gained on blended learning methods, we provide a guide to online exercises, microlearning videos, and e-assessments, inclu…

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   Cooperative Problem Solving: an experience of high-school teaching updating

   Carlo Maria Carbonaro, Alessia Zurru, Viviana Fanti et al. · 2020 · Enseignement de la physique · Résumé IA disponible

   Résumé scientifique

   We present the results of an experience of teaching updating dispensed to Italian high-school physics teachers to promote the application of the Cooperative Problem Solving method as an useful strategy to improve physics learning at high-school level and to foster the development of problem solving skills. Beside analysing the method and discussing the ways to propose and apply it in a high-school context, the teachers experienced the method acting both as learners and as tutors of student group learners. Students and teachers evaluated as positive the experience, mainly focusing on cooperation within the group by information exchange and the application of a solution scheme. The ex-post ana…