本体柔性与量子力学学习
Ontological Flexibility and the Learning of Quantum Mechanics
摘要：
物理教育研究的一个领域集中在本体论（概念、物质和过程的心理分类）的本质上，以及如何在学习经典物理时利用它们来洞察学生的思维。关于经典语境中的学生本体和专家本体是否应该被认为是稳定的认知结构或动态的认知过程，以及这些不同的观点对教学有什么影响，一直存在一些争论。我们扩展这种讨论的本体论及其在学习和认知的量子物理学的背景下，首先考虑各种类型的认识论和本体论的承诺，专家在他们的量子现象的描述。学生访谈的摘录和对调查问题的回答被用来证明学生的量子本体论的上下文性质，这可以在资源框架内得到最好的理解。教学的影响进行了讨论，包括一个现代物理课程的简要说明，旨在明确参加学生本体论。
英文摘要：
One area of physics education research has focused on the nature of ontologies (mental categorizations of concepts, substances and processes), and how they might be used to gain insight into student thinking when learning classical physics. There has been some debate about whether student and expert ontologies in classical contexts should be thought of as stable cognitive structures or dynamic cognitive processes, and what implications these different perspectives have for instruction. We extend this discussion of ontologies and their role in learning and cognition to the context of quantum physics, by first considering various types of epistemological and ontological commitments exhibited by experts in their descriptions of quantum phenomena. Excerpts from student interviews and responses to survey questions are used to demonstrate the contextual nature of students' quantum ontologies, which can be best understood within a resources framework. Instructional implications are discussed, including a brief description of a modern physics curriculum designed to explicitly attend to student ontologies.
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