Students' epistemological framing in quantum mechanics problem solving

Abstract

Students' difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics problems in an upper-division physics course. Using the lens of epistemological framing, we investigated four frames in our observational data: algorithmic math, conceptual math, algorithmic physics, and conceptual physics. We discuss the characteristics of each frame as well as causes for transitions between different frames, arguing that productive problem solving may occur in any frame as long as students' transition appropriately between frames. Our work extends epistemological framing theory on how students frame discussions in upper-division physics courses.

Submitted to Physical Review -- Physics Education Research

References in corpus (3)

• A Review of Student Difficulties in Upper-Level Quantum Mechanics
• A Theoretical Framework for Physics Education Research: Modeling Student Thinking
• Dynamics of students' epistemological framing in group problem solving

Cited by in corpus (5)

• Framing Difficulties in Quantum Mechanics
• Student Epistemological Framing on Paper-Based Assessments
• Instructing nontraditional physics labs: Toward responsiveness to student epistemic framing
• Assessing Scientific Practices in Physics Paper-based Assessments
• What does it mean to think like a physicist? Insights from physics graduate students