学生能否将在马赫-曾德尔干涉仪中所学到的“哪条路径”的概念应用到双缝实验中？
Can students apply the concept of "which-path" information learned in the context of Mach Zehnder Interferometer to the double-slit experiment?
摘要：
使用在一个上下文中学习的概念来解决不同上下文中的问题的能力（即，学习迁移）是物理学专业知识的标志。大多数关于物理学习迁移的研究都集中在入门学生身上。然而，与高级学生相比，入门学生的相关知识和技能显着较少，这可能是促进有效迁移的关键。在这里，我们研究高层次的本科生和研究生的能力，转移他们的学习的概念，“哪条路径”的信息和它的关系是否干涉观察到的背景下的马赫曾德尔干涉仪（MZI）的双缝实验（DSE）的一个新的上下文。学生们学习了MZI的教程，在该教程中，他们学会了使用“哪条路径”信息的概念来推理当具有不同方向的偏振器放置在MZI的一条或两条路径中时单光子的干涉。在MZI教程的工作后，学生被问到类似的问题，在同构的背景下的DSE之前，任何指令的DSE和我们研究的程度转移学习的“哪条路径”的信息发生从MZI到DSE上下文。我们发现的证据表明，积极的学习迁移从MZI到DSE发生，尽管缺乏旨在帮助学生认识到这两个环境之间的相似性的教学干预。MZI教程在促进量子力学学习从一个环境到另一个环境的正迁移方面的有效性揭示了高级物理学生的专业知识。高级物理课程的教师可以利用这里提出的研究结果，它显示了入门和高级学生从一个环境转移到另一个环境的能力之间的差异。
英文摘要：
The ability to use concepts learned in one context to solve problems in a different context (i.e., transfer of learning) is a hallmark of expertise in physics. The majority of the studies on transfer of learning in physics have focused on introductory students. However, compared to advanced students, introductory students have significantly less prior relevant knowledge and skills which may be crucial for promoting effective transfer. Here, we examine upper-level undergraduate and graduate students' ability to transfer their learning about the concept of "which-path" information and its relation to whether or not interference is observed from the context of the Mach Zehnder Interferometer (MZI) to a new context of the double-slit experiment (DSE). Students worked through a tutorial on the MZI in which they learned to use the concept of "which-path" information to reason about interference of single photons when polarizers with various orientations are placed in one or both paths of the MZI. After working on the MZI tutorial, students were asked similar questions in the isomorphic context of the DSE before any instruction about the DSE and we examined the extent to which transfer of learning about "which-path" information occurred from the MZI to the DSE context. We find evidence suggesting that positive transfer of learning from the MZI to the DSE occurred despite the lack of an instructional intervention designed to help students recognize the similarity between the two contexts. The effectiveness of the MZI tutorial in promoting positive transfer of learning from one context to another in quantum mechanics sheds light on the expertise of the advanced physics students. Instructors of advanced physics courses can take advantage of the findings presented here which shows the difference between introductory and advanced students' ability to transfer from one context to another.
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