Thesis Detail Page
Conceptual and Mathematical Barriers to Students Learning Quantum Mechanics
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
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Record Link
<a href="http://www.compadre.org/PER/items/detail.cfm?ID=13270">Sadaghiani, Homeyra. "Conceptual and Mathematical Barriers to Students Learning Quantum Mechanics." Ph.D., The Ohio State University, 2005.</a>
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 22, 2016, 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 22 October 2016).
MLA Format
Sadaghiani, Homeyra. "Conceptual and Mathematical Barriers to Students Learning Quantum Mechanics." Ph.D.. 18 Aug. 2005. The Ohio State University, 2005. 22 Oct. 2016 <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
EndNote Export Format
%0 Thesis Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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