Bitzenbauer P (2020)
Publication Language: German
Publication Type: Thesis
Publication year: 2020
Publisher: Logos Verlag Berlin GmbH
Edited Volumes: Studien zum Physik- und Chemielernen, Band 303
City/Town: Berlin
ISBN: 978-3-8325-5123-0
DOI: 10.30819/5123
With this thesis we report on a new teaching concept on modern quantum physics in secondary schools. The Erlanger teaching concept on quantum optics is presented as a teaching proposal, which tries to meet the requirements of science, didactics and teaching practice in equal measure in order to help students to acquire adequate knowledge about modern quantum physics up to quantum technologies.
The Erlanger teaching concept was tested in secondary schools and the results of this evaluation are the core of this thesis: first, a formative evaluation by means of an acceptance survey served to revise the concept based on feedback from individual learners. Then a summative evaluation in a mixed-method design was conducted. For this purpose, a newly developed test instrument for quantum optics was used in a pre-post-follow-up test design, as well as an imagination questionnaire which was adapted from literature. In addition, interviews were conducted with study participants. The main study involved N = 171 students from twelve high school courses. None of the students had any prior knowledge in quantum physics before the intervention of this stuy. N = 118 of the students completed the imagination questionnaire after the intervention. A random sample of N = 25 students also participated in the interview study.
The results draw the following picture: Students seem to have an interest in modern quantum physics as it is taught in the Erlanger concept. Not only significant increases in declarative knowledge can be observed, also the investigations of the students’ conceptions show: Although widespread student conceptions on quantum physics, such as those influenced by mechanistic ways of thinking, can also be observed here, a large subset of the students showed no mechanistically influenced ideas.
The consistent avoidance of mechanistic ways of speaking and the exclusion of waveparticle dualism from quantum physics lessons, as proposed in the Erlanger teaching concept, thus have the potential that learners develop largely quantum physics-based conceptions at a very early age and are thus able to name the striking differences between classical physics and quantum physics. Quantum physics lessons that take students all the way to quantum technologies are thus basically possible in secondary schools.
APA:
Bitzenbauer, P. (2020). Quantenoptik an Schulen. Studie im Mixed-Methods Design zur Evaluation des Erlanger Unterrichtskonzepts zur Quantenoptik (Dissertation).
MLA:
Bitzenbauer, Philipp. Quantenoptik an Schulen. Studie im Mixed-Methods Design zur Evaluation des Erlanger Unterrichtskonzepts zur Quantenoptik. Dissertation, Berlin: Logos Verlag Berlin GmbH, 2020.
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