Designing learning environments to teach interactive Quantum Physics

Abstract

This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small groups. Individual formative feedback was introduced as a rapid assessment tool to provide an overview on progress and identify gaps by means of questioning students at three levels: conceptual; prior knowledge; homework exercises. The setup of Quantum Physics has been developed as a result of several loops of adjustments and improvements from a traditional-like type of teaching to an interactive classroom. Results of this particular instructional arrangement indicate significant gains in students’ achievements in comparison with the traditional structure of this course, after recent optimisation steps such as the implementation of an individual feedback system.

Keywords:

• peer instruction
• formative feedback
• audience response systems
• students’ engagement

Acknowledgements

The authors acknowledge and thank G.J.H. Brussaard and J.T. Kohlhepp, Quantum Physics teachers, for their valuable input and comments in the design, setup and implementation of Quantum Physics. We would also like to thank Sonja Feiner-Valkier, from the educational institute at the Applied Physics department, for her support in providing the data for the analysis of the results of Quantum Physics.