论文标题
交互式教程在促进高级量子力学中“哪个路径”信息推理方面的有效性
Effectiveness of interactive tutorials in promoting "which-path" information reasoning in advanced quantum mechanics
论文作者
论文摘要
我们一直在研究高级学生对量子力学概念的学习，并开发了互动教程，以帮助学生学习这些概念。两个这样的教程，重点介绍了Mach-Zehnder干涉仪（MZI）和双缝实验（DSE），可帮助学生学习如何使用“哪个路径”信息的概念来推理这两个实验在不同情况下的存在或不存在干扰。在研究了一个预测试后，要求学生预测MZI的干扰，而单个光子和在MZI的一条路径中的各种取向的极化器和极化器进行了研究之后，学生在MZI教程上工作，除其他外，该教程还指导他们在类似情况下预测哪个路径的信息以预测哪个路径信息以预测干扰。我们调查了学生能够使用与MZI教程中从哪个路径信息有关的推理来回答DSE上的类似问题（在使用DSE教程之前）。在学生从事DSE预测试工作之后，他们研究了一个DSE教程，其中他们学会了使用哪个路径信息的概念回答有关DSE干扰的问题，其中带有单个粒子，质量通过两个缝隙发送，并在缝隙和屏幕之间放置了单色灯。我们调查了这种额外的接触是否促进了在一个或两个缝隙后放置在单个光子和极化器的DSE问题中，在DSE问题中促进了改进的学习和表现。我们发现证据表明，这两个教程都促进了哪个路径信息推理，并帮助学生在与他们学到的不同的情况下适当地使用了这种推理。
We have been investigating advanced students' learning of quantum mechanics concepts and have developed interactive tutorials which strive to help students learn these concepts. Two such tutorials, focused on the Mach-Zehnder interferometer (MZI) and the double-slit experiment (DSE), help students learn how to use the concept of "which-path" information to reason about the presence or absence of interference in these two experiments in different situations. After working on a pretest that asked students to predict interference in the MZI with single photons and polarizers of various orientations placed in one or both paths of the MZI, students worked on the MZI tutorial which, among other things, guided them to reason in terms of which-path information in order to predict interference in similar situations. We investigated the extent to which students were able to use reasoning related to which-path information learned in the MZI tutorial to answer analogous questions on the DSE (before working on the DSE tutorial). After students worked on the DSE pretest they worked on a DSE tutorial in which they learned to use the concept of which-path information to answer questions about interference in the DSE with single particles with mass sent through the two slits and a monochromatic lamp placed between the slits and the screen. We investigated if this additional exposure to the concept of which-path information promoted improved learning and performance in the DSE questions with single photons and polarizers placed after one or both slits. We find evidence that both tutorials promoted which-path information reasoning and helped students use this reasoning appropriately in contexts different from the ones in which they had learned it.
