Speaker
Natasha Holmes
(Cornell University)
Description
Prior research has found limitations in how students reason about uncertainty and measurement in introductory courses, with many students thinking point-like (a single measurement could be the true value) rather than set-like (a set of measurements estimate the parameter). Motivated by the question, "How does that intro-level reasoning influence student thinking about quantum mechanical measurement," we conducted interviews and surveys to probe student reasoning about uncertainty and measurement across classical and quantum mechanical contexts. The work also aims to characterize the possible paradigms of student thinking about uncertainty and measurement across physics contexts, adding nuance to the point- and set-paradigms.
Author
Natasha Holmes
(Cornell University)
