Within the research literature in STEM education, documented difficulties concern the epistemological issues arisen by the relationship between the technical aspects of mathematical models and the empirical reality. The transition from classical to quantum physics makes this aspect more problematic because of the need to give up familiar images or space-time descriptions. These problems were addressed by designing and implementing a teaching/learning path whose design principles cohere with the theoretical construct of ‘Appropriation’. In this paper, we focus on a case study built on the analysis of an interview in which a female student expressed a problematic position towards mathematical reasoning in physics. The analysis of the student’s discourse is based on Habermas's rationality construct. We show both the productiveness and the limits of her forms of epistemic rationality in appropriating quantum physics.

The Role of Mathematics in Quantum Physics for High School Students: a Case Study / L. Branchetti, G. Tasquier - In: New Perspectives in Science Education Conference Proceedings[s.l] : PIXEL, 2018. - ISBN 978-88-6292-976-9. - pp. 1-4 (( convegno New Perspectives in Science Education : 22-23 marzo tenutosi a Firenze nel 2018.

The Role of Mathematics in Quantum Physics for High School Students: a Case Study

L. Branchetti
Primo
;
2018

Abstract

Within the research literature in STEM education, documented difficulties concern the epistemological issues arisen by the relationship between the technical aspects of mathematical models and the empirical reality. The transition from classical to quantum physics makes this aspect more problematic because of the need to give up familiar images or space-time descriptions. These problems were addressed by designing and implementing a teaching/learning path whose design principles cohere with the theoretical construct of ‘Appropriation’. In this paper, we focus on a case study built on the analysis of an interview in which a female student expressed a problematic position towards mathematical reasoning in physics. The analysis of the student’s discourse is based on Habermas's rationality construct. We show both the productiveness and the limits of her forms of epistemic rationality in appropriating quantum physics.
Epistemic rationality; Mathematical models; Quantum Physics; High-school students; Appropriation
Settore MAT/04 - Matematiche Complementari
Settore FIS/08 - Didattica e Storia della Fisica
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2434/854140
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