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written by Homeyra R. Sadaghiani
The purpose of this study is to identify students' conceptual and mathematical difficulties in learning the core concepts of introductory quantum mechanics, with the eventual goal of developing instructional material to help students with these difficulties. We have investigated student understanding of several core topics in the introductory courses, including quantum measurement, probability, Uncertainty Principle, wave functions, energy eigenstates, recognizing symmetry in physical systems, and mathematical formalism. Student specific difficulties with these topics are discussed throughout this dissertation.

In addition, we have studied student difficulties in learning, applying, and making sense out of complex mathematical processes in the physics classroom. We found students' achievement in quantum courses is not independent of their math backgrounds. In addition, there is a large jump in the level of mathematics at which one needs to succeed in physics courses after the sophomore level in The Ohio State University's physics curriculum.

The results reported suggest recommendations for further study of student understanding of quantum mechanics and for the development of materials to aid understanding. These recommendations have potentially important implications for the teaching of introductory quantum mechanics and for the development of teaching aids, texts, and technology resources.
University: The Ohio State University
Academic Department:  Physics
Pages 339
Subjects Levels Resource Types
Education - Basic Research
- Student Characteristics
= Ability
= Skills
Quantum Physics
- General
- Upper Undergraduate
- Graduate/Professional
- Reference Material
= Thesis/Dissertation
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Format:
application/pdf
Access Rights:
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Restriction:
© 2005 Homeyra R. Sadaghiani
Type:
Ph.D.
Keywords:
Student understanding, math skills
Record Creator:
Metadata instance created June 8, 2014 by Bruce Mason
Record Updated:
June 9, 2014 by Bruce Mason
Last Update
when Cataloged:
August 18, 2005
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Record Link
AIP Format
H. Sadaghiani, Ph.D., The Ohio State University, 2005, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13270&DocID=3805).
AJP/PRST-PER
H. Sadaghiani, Conceptual and Mathematical Barriers to Students Learning Quantum Mechanics, Ph.D., The Ohio State University, 2005, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13270&DocID=3805>.
APA Format
Sadaghiani, H. (2005, August 18). Conceptual and Mathematical Barriers to Students Learning Quantum Mechanics (Ph.D., The Ohio State University, 2005). Retrieved October 25, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13270&DocID=3805
Chicago Format
Sadaghiani, Homeyra. "Conceptual and Mathematical Barriers to Students Learning Quantum Mechanics." Ph.D., The Ohio State University, 2005. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13270&DocID=3805 (accessed 25 October 2014).
MLA Format
Sadaghiani, Homeyra. "Conceptual and Mathematical Barriers to Students Learning Quantum Mechanics." Ph.D.. 18 Aug. 2005. The Ohio State University, 2005. 25 Oct. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13270&DocID=3805>.
BibTeX Export Format
@phdthesis{ Author = "Homeyra Sadaghiani", Title = {Conceptual and Mathematical Barriers to Students Learning Quantum Mechanics}, School = {The Ohio State University}, Type = {Ph.D.}, Month = {August}, Year = {2005} }
Refer Export Format

%A Homeyra Sadaghiani
%T Conceptual and Mathematical Barriers to Students Learning Quantum Mechanics
%R Ph.D.
%D August 18, 2005
%P 339
%I The Ohio State University
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13270&DocID=3805
%O Physics
%O application/pdf
%O Ph.D.

EndNote Export Format

%0 Thesis
%A Sadaghiani, Homeyra
%D August 18, 2005
%T Conceptual and Mathematical Barriers to Students Learning Quantum Mechanics
%B Physics
%I The Ohio State University
%P 339
%8 August 18, 2005
%9 Ph.D.
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=13270&DocID=3805


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The AIP Style presented is based on information from the AIP Style Manual.

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