Research-validated multiple-choice questions comprise an easy-to-implement instructional tool that serves to scaffold student learning and formatively assess students’ knowledge. We present findings from the implementation, in consecutive years, of a research-validated multiple-choice question sequence on measurement uncertainty as it applies to two-state quantum systems. This study was conducted in an advanced undergraduate quantum mechanics course, in online and in-person learning environments for consecutive years. Student learning was assessed after receiving traditional lecture-based instruction in relevant concepts, and their performance was compared with that of a similar assessment given after engaging with the multiple-choice question sequence. We analyze and discuss the similar and differing trends observed in the two modes of instruction.
Engaging students with well-designed multiple-choice questions during class and asking them to discuss their answers with their peers after each student has contemplated the response individually can be an effective evidence-based active-engagement pedagogy in physics courses. Moreover, validated sequences of multiple-choice questions are more likely to help students build a good knowledge structure of physics than individual multiple-choice questions on various topics. Here we discuss a framework to develop robust sequences of multiple-choice questions and then use the framework for the development, validation and implementation of a sequence of multiple-choice questions focusing on helping students learn quantum mechanics via the Stern–Gerlach experiment (SGE) that takes advantage of the guided inquiry-based learning sequences in an interactive tutorial on the same topic. The extensive research in developing and validating the multiple-choice question sequence (MQS) strives to make it effective for students with diverse prior preparation in upper-level undergraduate quantum physics courses. We discuss student performance on assessment task focusing on the SGE after traditional lecture-based instruction versus after engaging with the research-validated MQS administered as clicker questions in which students had the opportunity to discuss their responses with their peers.
more » « less- Award ID(s):
- 1806691
- PAR ID:
- 10306469
- Publisher / Repository:
- IOP Publishing
- Date Published:
- Journal Name:
- European Journal of Physics
- Volume:
- 40
- Issue:
- 5
- ISSN:
- 0143-0807
- Page Range / eLocation ID:
- Article No. 055702
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Engaging students with well-designed clicker questions is one of the commonly used research-based instructional strategy in physics courses partly because it has a relatively low barrier to implementation. Moreover, validated robust sequences of clicker questions are likely to provide better scaffolding support and guidance to help students build a good knowledge structure of physics than an individual clicker question on a particular topic. Here we discuss the development, validation and in-class implementation of a clicker question sequence (CQS) for helping advanced undergraduate students learn about Larmor precession of spin, which takes advantage of the learning goals and inquiry-based guided learning sequences in a previously validated Quantum Interactive Learning Tutorial (QuILT). The in-class evaluation of the CQS using peer instruction is discussed by comparing upper-level undergraduate students’ performance after traditional lecture-based instruction and after engaging with the CQS.more » « less
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Abstract Research-validated multiple-choice questions comprise an easy-to-implement instructional tool for scaffolding student learning and providing formative assessment of students’ knowledge. We present findings from the implementation of a research-validated multiple-choice question sequence on the basics of two-state quantum systems, including inner products, outer products, translation between Dirac notation and matrix representation in a particular basis, and change of basis. This study was conducted in an advanced undergraduate quantum mechanics course, in both online and in-person learning environments, across three years. For each cohort, students had their learning assessed after traditional lecture-based instruction in relevant concepts before engaging with the multiple-choice question sequence. Their performance was evaluated again afterward with a similar assessment and compared to their earlier performance. We analyze, compare, and discuss the trends observed in the three implementations.
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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.
