Teaching and understanding of quantum interpretations in modern physics courses

Just as expert physicists vary in their personal stances on interpretation in quantum mechanics, instructors vary on whether and how to teach interpretations of quantum phenomena in introductory modern physics courses. In this paper, we document variations in instructional approaches with respect to interpretation in two similar modern physics courses recently taught at the University of Colorado, and examine associated impacts on student perspectives regarding quantum physics. We find students are more likely to prefer realist interpretations of quantum-mechanical systems when instructors are less explicit in addressing student ontologies. We also observe contextual variations in student beliefs about quantum systems, indicating that instructors who choose to address questions of ontology in quantum mechanics should do so explicitly across a range of topics. DOI: 10.1103/PhysRevSTPER.6.010101 PACS: 01.40.Fk, 03.65.–w I. Introduction II. Courses Studied III. Variations in Instructional Approaches IV. Double-Slit Experiment V. Variations in Student Perspectives VI. Consistency of Student Perspectives VII. Discussion and Conclusions 1 Direct correspondence to: [email protected]