Improving student understanding of quantum measurement in infinite-dimensional Hilbert space using a research-based multiple-choice question sequence
[This paper is part of the Focused Collection in Investigating and Improving Quantum Education through Research.] Research-based multiple-choice questions implemented in class with peer instruction have been shown to be an effective tool for improving students’ engagement and learning outcomes. More...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2025-01-01
|
| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.21.010104 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | [This paper is part of the Focused Collection in Investigating and Improving Quantum Education through Research.] Research-based multiple-choice questions implemented in class with peer instruction have been shown to be an effective tool for improving students’ engagement and learning outcomes. Moreover, multiple-choice questions that are carefully sequenced to build on each other can be particularly helpful for students to develop a systematic understanding of concepts pertaining to a theme. Here, we discuss the development, validation, and implementation of a multiple-choice question sequence (MQS) on the topic of quantum measurement in the context of wave functions in the infinite-dimensional Hilbert space. This MQS was developed using students’ common difficulties with quantum measurements as a guide and was implemented in a junior-/senior-level quantum mechanics course at a large research university in the U.S. We compare student performance on assessment tasks focusing on quantum measurement before and after the implementation of the MQS and discuss how different difficulties were reduced and how to further improve students’ conceptual understanding of quantum measurement in infinite-dimensional Hilbert space. |
|---|---|
| ISSN: | 2469-9896 |