论文标题
关于职前物理教师对基本量子力学的概念化的研究
A study on pre-service physics teachers' conceptualization on elementary quantum mechanics
论文作者
论文摘要
在这项工作中，我们介绍了一项研究的结果，我们的目的是证明涉及基本量子力学的主题的职前教师概念化的障碍和进步。我们的分析基于由于大卫·奥苏贝尔（David Ausubel）和吉拉德·弗格诺（GèrardVergnaud）而引起的理论，以研究有意义的学习模式，无论是谓词和操作者的知识形式，即参与六个类别的教学干预措施的六个学生，在其中我们强调了经典和量子物理学之间的相似性和差异。通过这种干预，我们打算教授物理系统，动力学变量，物理系统状态和时间演变的概念。我们通过内容分析的方法来指导我们的数据分析，并且可以绘制有意义的学习模式，涉及四个概念与谓语阶段中的一组基本特征以及在操作阶段中的一组定理相关的基本特征，与问题解决方案或概念映射有关。
In this work, we present the results of a research in which we aimed to evidence obstacles and advances in pre-service teachers' conceptualization on a subject involving elementary Quantum Mechanics. We based our analysis on the theories due to David Ausubel and Gèrard Vergnaud to study Meaningful Learning patterns, both in predicative and operator form of knowledge, of six students involved in a didactical intervention composed of six classes, in which we emphasized both similarities and differences between Classical and Quantum Physics. With this intervention, we intended to teach the concepts of Physical Systems, Dynamical Variables, State of a Physical System and Time Evolution. We guided our data analysis by the methodology of content analysis and it turned possible to map Meaningful Learning patterns involving the four concepts to which were associated a set of essential features in the predicative stage and a set of theorems-in-action in the operatory stage relating the aim-concepts in problem-solbing or conceptual mapping.
