2024-03-29T12:01:10Zhttps://riubu.ubu.es/oai/requestoai:riubu.ubu.es:10259/41672021-11-10T09:38:22Zcom_10259_4145com_10259_5086com_10259_2604col_10259_4146
Teaching introductory quantum physics and chemistry: caveats from the history of science and science teaching to the training of modern chemists
Greca Dufranc, Ileana María
Freire Junior, Olival
Finding the best ways to introduce quantum physics to undergraduate students in all scientific areas, in particular for chemistry students, is a pressing, but hardly a simple task. In this paper, we discuss the relevance of taking into account lessons from the history of the discipline and the ongoing controversy over its interpretations and foundations in the search for new ways of improving the teaching of quantum physics. We also review and discuss the recent research in science education literature that proposes new ways of introducing quantum mechanics for undergraduate students. From these discussions, we suggest some possibilities – the inclusion of philosophical interpretations and their defense; the emphasis on strictly quantum features of the systems; an emphasis on formalism, without worrying about the ultimate ontological status of mathematics; the incorporation of quantum mechanics applications into real problems; and the need to introduce complementarity when using images – which can be taken into account when devising more effective ways of teaching introductory quantum mechanics for chemistry students
2016-07-26T09:53:34Z
2016-07-26T09:53:34Z
2014-07
info:eu-repo/semantics/article
1756-1108
http://hdl.handle.net/10259/4167
10.1039/C4RP00006D
eng
Chemistry Education Research and Practice, 2014, V. 15, n. 3, p. 286-296
http://dx.doi.org/10.1039/C4RP00006D
info:eu-repo/semantics/openAccess
Royal Society of Chemistry