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Abstract Title: Interpretation in Quantum Physics as Hidden Curriculum
Abstract: Prior research has demonstrated how the realist perspectives of classical physics students can translate into specific beliefs about quantum phenomena when taking an introductory modern physics course.  Student beliefs regarding the interpretation of quantum mechanics often vary by context, and are most often in alignment with instructional goals in topic areas where instructors are explicit in promoting a particular perspective.  Moreover, students are more likely to maintain realist perspectives on quantum mechanics when instructors are less explicit in addressing interpretive themes, thereby making such issues part of a hidden curriculum.  We discuss various approaches to addressing student perspectives and interpretive themes in a modern physics course, and explore the associated impacts on student thinking.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Charles Baily
University of Colorado, Boulder
Department of Physics
UCB 390
Boulder, CO 80309
Phone: (303) 817-3126
Co-Author(s)
and Co-Presenter(s)
Noah D. Finkelstein
University of Colorado, Boulder
Department of Physics