Challenges in addressing student difficulties with time-development of two-state quantum systems using a multiple-choice question sequence in virtual and in-person classes
arXiv:2402.18075 · doi:10.1088/1361-6404/ac49f4
Abstract
Research-validated clicker questions as instructional tools for formative assessment are relatively easy to implement and can provide effective scaffolding when developed and implemented in a sequence. We present findings from the implementation of a research-validated clicker question sequence (CQS) on student understanding of the time-development of two-state quantum systems. This study was conducted in an advanced undergraduate quantum mechanics course for two consecutive years in virtual and in-person classes. The effectiveness of the CQS discussed here in both modes of instruction was determined by evaluating students' performance after traditional lecture-based instruction and comparing it to their performance after engaging with the CQS.
18 pages, 1 figure
References in corpus (6)
- Development and validation of a sequence of clicker questions for helping students learn addition of angular momentum in quantum mechanics
- Validation and Administration of a Conceptual Survey on the Formalism and Postulates of Quantum Mechanics
- Teaching Einsteinian Physics at Schools: Part 2, Models and Analogies for Quantum Physics
- Student understanding of Fermi energy, the Fermi-Dirac distribution and total electronic energy of a free electron gas
- Improving student understanding of quantum mechanics underlying the Stern-Gerlach experiment using a research-validated multiple-choice question sequence
- Development, validation and in-class evaluation of a sequence of clicker questions on Larmor precession of spin in quantum mechanics