{"id":251934,"date":"2016-07-29T02:00:00","date_gmt":"2016-07-28T23:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=1dc5731334a342f57d8f762eb2a1bd06"},"modified":"2016-07-29T02:00:00","modified_gmt":"2016-07-28T23:00:00","slug":"from-the-cats-point-of-view-upper-secondary-physics-students-reflections-on-schrodingersthought-experiment","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=251934","title":{"rendered":"\u2018From the cat\u2019s point of view\u2019: upper secondary physics students\u2019 reflections on Schr\u00f6dinger\u2019s\r\nthought experiment"},"content":{"rendered":"<p>The thought experiment \u2018Schr\u00f6dinger\u2019s cat\u2019 exposes fundamental dilemmas in how we interpret quantum<br \/>\nphysics, and has a potential for deepening students\u2019 understanding of this part of modern physics,<br \/>\nincluding its philosophical consequences. In this paper we report results from the project ReleQuant<br \/>\non how Norwegian physics students in upper secondary schools interpret the thought experiment. The<br \/>\nanalysis resulted in nine categories, and we discuss how these relate to interpretations made by<br \/>\nphysicists, in particular the concept of superposition. Even if students\u2019 responses in many cases<br \/>\ncan be related to interpretations that make sense in physics, we conclude that lack of knowledge<br \/>\nabout the purpose and the historical context of the thought experiment limits students understanding<br \/>\nof the physics content. Exploring the thought experiment from a historical perspective might deepen<br \/>\nstudent understanding of key concepts in quantum physics as well as of how physics develops.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The thought experiment \u2018Schr\u00f6dinger\u2019s cat\u2019 exposes fundamental dilemmas in how we interpret quantum<br \/>\nphysics, and has a potential for deepening students\u2019 understanding of this part of modern physics,<br \/>\nincluding its philosophical consequences. &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-251934","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/251934","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=251934"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/251934\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=251934"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=251934"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=251934"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}