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Investigating learners' epistemologi...

Dini, Vesal.

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Investigating learners' epistemological framings of quantum mechanics.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Investigating learners' epistemological framings of quantum mechanics./
作者:	Dini, Vesal.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	279 p.
附註:	Source: Dissertations Abstracts International, Volume: 78-09, Section: B.
Contained By:	Dissertations Abstracts International78-09B.
標題:	Philosophy of Science. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10253668
ISBN:	9781369627442

Investigating learners' epistemological framings of quantum mechanics.
Dini, Vesal.

Investigating learners' epistemological framings of quantum mechanics. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 279 p.

Source: Dissertations Abstracts International, Volume: 78-09, Section: B.

Thesis (Ph.D.)--Tufts University, 2017.

This item must not be sold to any third party vendors.

Classical mechanics challenges students to use their intuitions and experiences as a basis for understanding, in effect to approach learning as "a refinement of everyday thinking'' (Einstein, 1936). Moving on to quantum mechanics (QM), students, like physicists, need to adjust this approach, in particular with respect to the roles that intuitive knowledge and mathematics play in the pursuit of coherent understanding (these are adjustments to aspects of their epistemologies). In this dissertation, I explore how some students manage the epistemological transition. I began this work by recruiting both graduate and undergraduate students, interviewing each subject several times as they moved through coursework in QM. The interviews featured, among other things, how students tried to fit ideas together in mutually consistent ways, including with respect to intuitive knowledge, mathematics and experiment, if at all. I modeled these dynamic cognitive processes as different epistemological framings (i.e., tacit, in-the-moment responses to the question "How should I approach knowledge?''). Through detailed qualitative analyses of students' reasoning and a systematic coding of their interviews, I explored how these coherence seeking related framings impacted their learning. The dissertation supports three main findings: (1) students' patterns of epistemological framing are mostly stable within a given course; (2) students who profess epistemologies aligned with the coordination of coherence seeking framings tend to be more stable in demonstrating them; and (3) students aware that their understanding of QM ultimately anchors in its mathematics tend to produce more coherent explanations and perform better in their courses. These findings are consistent with existing research on student epistemologies in QM and imply that epistemologies, in particular whether and how students seek coherence, require greater attention and emphasis in instruction.

ISBN: 9781369627442Subjects--Topical Terms:

894954
Philosophy of Science.
Subjects--Index Terms:

Coherence

Investigating learners' epistemological framings of quantum mechanics.
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