vi
TABLE OF CONTENTS
CHAPTER 1
AN INTRODUCTION TO THIS INVESTIGATION
1.1
INTRODUCTION
1.2
WHAT IS QUANTUM MECHANICS?
1.3
IMPORTANCE OF TEACHING QUANTUM MECHANICS
1.4
RESEARCH QUESTIONS
1.5
LAYOUT OF THE THESIS
1
1
1
2
6
7
8
CHAPTER 2
QUANTUM MECHANICS LITERATURE REVIEW
2.1
INTRODUCTION
2.2
CHEMISTRY RELATED
2.2.1
Chemistry – History & Teaching of Ideas and Concepts Papers
2.2.2
Chemistry – Education Research Papers
2.2.3
Chemistry – Papers
2.3
PHYSICS RELATED
2.3.2
Physics – History, Philosophy and Interpretation of Quantum Mechanics
2.3.3
Physics – Teaching of Specific Concepts
2.3.4
Physics – Teaching Materials
2.3.5
Physics – Education Research
2.4
IN RELATION TO CURRENT INVESTIGATION
11
11
11
11
12
13
14
15
16
16
18
18
21
CHAPTER 3
THE DEVELOPMENT OF A RESEARCH PLAN
3.1
INTRODUCTION
3.2
EDUCATIONAL ENVIRONMENT
3.3
RESEARCH SETTING
3.3.1
The School of Physics
Description of Junior Physics Courses
Description of Intermediate Physics Courses
Description of Senior Physics Courses
3.3.2
The School of Chemistry
Description of Junior Chemistry Courses
Description of Intermediate and Senior Chemistry Courses
3.4
A PRELIMINARY RESEARCH PLAN
3.5
METHODOLOGICAL AND PHILOSOPHICAL PERSPECTIVES
3.5.1
Foundations for Selecting Appropriate
Educational Research Methodologies
Ontology
Epistemology
Human nature
Methodology
3.6
SELECTING RESEARCH TOOLS
3.6.1
Grounded Theory Approach – Stage 1
Selection Criteria
Developing Theoretical Sensitivity
Data Collection
Theoretical Sampling
Data Analysis
Open Coding
Axial Coding
Selective Coding
23
23
23
23
26
27
27
28
30
30
31
31
32
34
34
34
35
35
35
37
37
38
38
38
39
39
39
39
40
vii
3.6.2
3.6.3
3.6.4
3.6.5
3.7
Phenomenological Approach – Stage 2
40
Phenomenographic Influence – Capturing Variation
42
Interview Protocol
43
Triangulation
48
Time Triangulation
48
Combined Levels Triangulation
48
Methodological Triangulation
48
MAPPING APPROPRIATE METHODOLOGIES, PERSPECTIVES AND RESEARCH
TOOLS TO THE FINAL RESEARCH PLAN
49
CHAPTER 4
DEVELOPMENT OF RESEARCH QUESTIONS : GROUNDED THEORY APPROACH
4.1
INTRODUCTION
4.2
SOURCES OF GROUNDED DATA
4.2.1
Concept Maps
4.2.2
Expert Group Discussions/Interviews
The Expert Focus Group Discussion
The Individual Expert Interviews
4.2.3
Examination Scripts
First Year examination Scripts
de Broglie
Terminology
Application of Quantised Energy
Heisenberg’s Uncertainty Principle
Second Year Examination Scripts
de Broglie
Compton Scattering
Tunnelling
Wells
4.2.4
Preliminary Interviews
4.2.5
Analysis of Data Collected
Analogies
Assessment
Computer Simulations
Course structure
Difficulties
Duality
Mathematics
Potential EnergyDiagrams
Real World
Reflective Thoughts
Tunnelling
Role of Chemistry Student Interviews
4.3
DEVELOPMENT OF THE FINAL INTERVIEW INSTRUMENT
4.3.1
Categories Brought Forward from the Grounded Study
4.3.2
Selective Coding
4.3.3
Sequencing Topics
Opening
Close
Body
4.4
FINAL INTERVIEW INSTRUMENT
54
54
54
54
55
58
58
59
61
62
62
62
63
63
63
63
64
64
65
66
66
69
69
69
69
70
70
71
71
72
72
72
72
74
74
76
76
76
77
78
82
viii
CHAPTER 5
83
IN SEARCH OF UNDERLYING THEMES : PHENOMENOLOGICAL APPROACH
83
5.1
INTRODUCTION
83
5.2
INTERVIEW PROTOCOL
83
5.3
DESCRIPTION OF CODING
84
5.4
INITIAL CODING OF INTERVIEWS
87
5.4.1
Description of Coding
89
Personal Log Coding
89
Inherent Meaning Coding
89
Identification of Important Statements Coding
90
Analytical Log Coding
90
Post Interview Follow-up Meeting
91
5.4.2
Description of Rationalising and Grouping Main Points
92
Scheme Grouping
93
Analytical Log Grouping
94
Key Feature Grouping
94
5.4.3
Theme Identification
95
Familiarisation of the research team with the dataset
95
Identification Process
96
Identified Themes and Associated Research Questions
97
5.5
IN-DEPTH CATEGORISATION - IN TERMS OF THE FIVE THEMES
97
5.5.1
In-depth Coding Procedure
98
5.6
RESULTS SUMMARY OF EXHAUSTIVE DESCRIPTION AND FUNDAMENTAL
STRUCTURE ANALYSIS
99
CHAPTER 6
102
THE RESULTS
102
6.1
BACKGROUND DETAILS
102
6.2
PRESENTATION OF RESULTS
103
6.2.1
Theme 1: Types of Students (columns 1-4)
103
6.2.2
Theme 2: Entities (columns 5-13)
103
6.2.3
Theme 3: Potential Diagrams (columns 14 – 96)
105
6.2.3.1 Drawing Diagrams (columns 14-21)
106
6.2.3.2 Associated Terminology (columns 22-48)
106
6.2.3.3 Application of the Diagrams (columns 49-56)
107
6.2.3.4 Classical Understanding of the Diagrams (columns 57-75)
108
6.2.3.5 Interpretation of an Unfamiliar Diagram (column 69-75)
108
6.2.3.6 Overall on Student Understanding of Potential Diagrams
(columns 76-96)
109
6.2.4
Theme 4: Contextualisation (columns 97-231 and 254-280)
109
6.2.4.1 Analogies (columns 97-168)
109
6.2.4.2 Context (examining the context in which specific content is discussed)
(columns 169-203)
111
6.2.4.3 Application (Radioactive decay c. 204-231
& Name three things c. 254-279)
113
6.2.5
Theme 5: Difficulties (columns 232-253)
114
6.2.5.1 Analogy Related Difficulties (columns 232-234)
114
6.2.5.2 Context Related Difficulties (columns 235-237)
115
6.2.5.3 Mathematical Related Difficulties (columns 238-240)
115
6.2.5.4 Delivery Related Difficulties (columns 241-243)
115
6.2.5.5 Content Related Difficulties (column 244-245)
115
6.2.5.6 Lecturers thoughts on Difficulties
116
ix
CHAPTER 7
118
IMPLICATIONS FOR TEACHING AND LEARNING
118
7.1
REVISITING THE AIMS
118
7.2
MAPPING THE THEMES ONTO A COMMON FRAMEWORK
118
7.3
DISCUSSION
121
7.3.1
Features of Interest
121
7.3.2
Attitudinal Components
122
7.4
IMPLICATIONS FOR TEACHING AND LEARNING
122
7.4.1
To Isolate Key Concepts
122
7.4.2
To Identify Learning Difficulties
123
7.4.3
To Identify Teaching Difficulties
123
7.4.4
To Provide both Teachers and Curriculum Developers with a Useful Resource to
Assist Them in Making Informed Decisions
125
7.5
FUTURE RESEARCH
125
Map Related
125
Link Related
126
Analogy Related
126
Appendicies
APPENDIX 1
HUMAN ETHICS APPROVAL AND DOCUMENTATION
A1-1
A1-1
APPENDIX 2
GROUNDED THEORY INVESTIGATION – STAGE 1
A2.1
CONCEPT MAP RESULTS AND ANALYSIS
A2.1.1 Concept Mapping Exercise
A2.1.2 Results - Concept Map Structures
Structural and Nodal Analysis
Summary of Results from Structural and Nodal Analysis
Other Interesting Features that Emerged from the Concept Maps
Summary of Results from Concept Map Analysis
A2.1.3 Results Carried Forward – Concept Maps
A2.1.4 Concept Mapping Data Sets
A2.2
EXPERT GROUP DISCUSSIONS/INTERVIEWS RESULTS AND ANALYSIS
The Expert Focus Group Discussion
The Individual Expert Interviews
Results – Expert Group Discussions/Interviews
Teaching Approaches
Key Concepts
Assessment
Perceived Difficulties
Maths
Analogies
Computer Simulations
Experiments
A2.2.2 Results Carried Forward – Expert Discussions/Interviews
A2.3
EXAMINATION SCRIPT RESULTS AND ANALYSIS
First Year – Question 9
Observed features
First Year – Question 10
Observed Features
First Year – Question 11
Observed Features
Second Year – Question A1
Observed Features
A2-11
A2-11
A2-12
A2-12
A2-15
A2-15
A2-18
A2-18
A2-19
A2-19
A2-20
A2-23
A2-23
A2-24
A2-27
A2-29
A2-29
A2-30
A2-31
A2-31
A2-33
A2-33
A2-34
A2-34
A2-36
A2-38
A2-38
A2-39
A2-39
A2-40
A2-40
A2-42
A2-42
x
A2.4
A2.5
A2.6
Second Year – Question B1
Observed Features
Second Year – Question A2
Observed Features
A2.3.2 Results Carried Forward – Examination Scripts
A2.3.3 Examination Script Data Sets
PRELIMINARY INTERVIEWS RESULTS AND ANALYSIS
A2.4.1 Analysis of Data Collected
A2.4.2 Coding and Results
Analogies
Assessment
Computer Simulations
Course structure
Difficulties
Duality
Mathematics
Potential EnergyDiagrams
Real World
Reflective Thoughts
Tunnelling
A2.4.3 Results Carried Forward – Preliminary Interviews
A2.4.4 Chemistry Interviews
DEVELOPMENT OF THE FINAL INTERVIEW INSTRUMENT
A2.5.1 Constraints of the Protocol
A2.5.2 Categories Brought Forward from the Grounded Study
A2.5.3 Selective Coding
A2.5.4 Sequencing Topics
Opening
Close
Body
ASSOCIATED LITERATURE REVIEWS
A2.6.1 Concept Mapping
Concept mapping - Educational research
Concept mapping - Teaching
Concept mapping - Assessment
A2-44
A2-44
A2-45
A2-45
A2-46
A2-46
A2-73
A2-73
A2-92
A2-92
A2-92
A2-92
A2-92
A2-93
A2-93
A2-94
A2-94
A2-95
A2-95
A2-95
A2-95
A2-96
A2-97
A2-97
A2-97
A2-99
A2-100
A2-100
A2-101
A2-102
A2-107
A2-107
A2-107
A2-108
A2-109
APPENDIX 3
GROUNDED THEORY GUIDE INTERVIEW QUESTIONS
A3-110
A3-110
APPENDIX 4
EXAMPLE INTERVIEW AND ANALYSIS DATASET
A4-113
A4-113
APPENDIX 5
A5-129
RESULTS SUMMARY FOR THE EXHAUSTIVE DESCRIPTION AND FUNDAMENTAL
STRUCTURE ANALYSIS
A5-129
APPENDIX 6
IN-DEPTH CATEGORISATION – TABULATED SPREADSHEET DATASET
A6-133
A6-133
xi
APPENDIX 7
DATA SET COMPLETE WITH CATEGORY DESCRIPTIONS AND REPRESENTATIVE
STUDENT RESPONSES
A7.1
Theme - Types of Students
A7.2
Theme - Entity
A7.3
Theme – Potential Wells and Barriers
A7.3.1 Drawing the diagrams
A7.3.2 Wells/Barriers Associated Terminology
A7.3.3 Application of these diagrams (wells and barriers)
A7.3.4 Understanding of the potential well diagram from a classical perspective
A7.3.5 Interpretation of an Unfamiliar Potential Diagram
A7.3.6 Overall Understanding of Potential Diagrams
A7.4
Theme – Contextualising
A7.4.1 Analogies - List of Analogies (with attitudinal dimensions)
A7.4.2 Analogies - Attitude to Analogies (Generally)
A7.4.3 Context - List of Key Ideas/Concepts for teaching
A7.4.4 Context – List of Key Experiments
A7.4.5 Application of Knowledge - List for Radioactive Decay
A7.5
Theme – Difficulties
A7-150
APPENDIX 8
QUANTUM CHEMISTRY LITERATURE REVIEW
A8.1
QUANTUM CHEMISTRY – HISTORY
A8.2
QUANTUM CHEMISTRY – TEACHING CONCEPTS
Interpretations
Bonding & Structure
Atoms
Orbitals
Mathematics
Specific
A8.3
QUANTUM CHEMISTRY – LECTURE DEMONSTRATIONS & LABORATORY
Demonstrations
Laboratory
A8.4
QUANTUM CHEMISTRY – COMPUTATIONAL IDEAS
Curriculum Changes & Delivery
Software Programs
Wave Function Software
Atomic Structure & Orbital Programs
Web
A8.5
QUANTUM CHEMISTRY – TEXT BOOK DISCUSSION
Book Reviews
A8.6
QUANTUM CHEMISTRY – EDUCATION RESEARCH
A8-223
A8-223
A8-224
A8-224
A8-224
A8-225
A8-225
A8-226
A8-226
A8-227
A8-229
A8-229
A8-230
A8-230
A8-230
A8-231
A8-231
A8-232
A8-233
A8-233
A8-233
A8-233
A7-150
A7-151
A7-153
A7-156
A7-157
A7-161
A7-170
A7-172
A7-176
A7-177
A7-183
A7-184
A7-200
A7-211
A7-213
A7-214
A7-217
APPENDIX 9
A9-235
QUANTUM PHYSICS LITERATURE REVIEW
A9-235
A9.1
QUANTUM PHYSICS – HISTORY
A9-236
A9.2
QUANTUM PHYSICS – PHILOSOPHY & INTERPRETATION
A9-237
A9.3
QUANTUM PHYSICS – TEACHING CONCEPTS
A9-239
A9.4
QUANTUM MECHANICS – LECTURE DEMONSTRATIONS & LABORATORY
A9-243
A9.5
QUANTUM PHYSICS – TESTS
A9-244
A9.6
QUANTUM PHYSICS – COMPUTATIONAL
A9-244
A9.7
QUANTUM PHYSICS – COURSE MATERIAL
A9-246
A9.8
QUANTUM PHYSICS – COURSES AND COMMENTS
A9-246
A9.9
QUANTUM PHYSICS – TEXTBOOK REVIEW
A9-247
A9.10 QUANTUM PHYSICS – EDUCATION RESEARCH
A9-247
xii
A9.11
A9.12
QUANTUM MECHANICS EDUCATION RESEARCH – DEDICATED CONFERENCES
A9-250
RELATED EDUCATION RESEARCH ON WAVES
A9-251
APPENDIX 10
A10-252
CONCEPTUAL CHANGE, ANALOGIES, AND PHENOMENOGRAPHIC LITERATURE
REVIEWS
A10-252
A10.1 CONCEPTUAL CHANGE
A10-253
Theory & Discussion
A10-253
Physics Related Research
A10-253
Science & Physics Perspective
A10-253
A10.2 ANALOGIES
A10-254
General Theory and Discussion
A10-254
General Teaching & Research
A10-255
Science Teaching & Research
A10-255
Chemistry Teaching & Research
A10-256
Physics Teaching & Research
A10-257
A10.3 PHENOMENOGRAPHY
A10-258
Theory, Debate & Discussion
A10-258
Research
A10-259
Related
A10-260
xiii
LIST OF FIGURES
Figure 3-1 :
Figure 4-1 :
Figure 4-2 :
Figure 4-3 :
Figure 5-1 :
Figure 5-2 :
Figure 5-3 :
Figure 5-4 :
Figure 7-1 :
Figure 7-2 :
Example page from preliminary interview transcript showing layout
47
Copy of Student Concept Map (Student ID 21). This map shows the “wheel
linked to another wheel” structural type. Reduced from original A3 with the
labels and header instructions cropped (Please refer to Appendix 2, Figures A2-1
through A2-4 for details of the complete concept mapping exercise)
56
Representative Preliminary Interview Transcript – TED Page 1 Cover Page
67
Representative Preliminary Interview Transcript – TED Page 4
67
Representative Interview Transcript Document – Cover Page
88
Representative Interview Transcript Document – Transcript Page.
Please refer to Table A4-1 in Appendix 4 for coding details
88
Representative Interview Transcript Document – Grouped Analytical Log
Coding Page
92
Representative Interview Transcript Document – Inherent Coding Attitudinal
Learning Matrix Page
93
A diagrammatic representation of the framework showing the relationship
between the three identified areas underpinning the discipline of quantum
mechanics
119
Schematic overview of the first four themes mapped over the three areas of the
disciplines framework
120
Appendicies
Figure A2-1 :
Figure A2-2 :
Figure A2-3 :
Figure A2-4 :
Figure A2-5 :
Figure A2-6 :
Figure A2-7 :
Figure A2-8 :
Figure A2-9 :
Figure A2-10 :
Figure A2-11 :
Figure A2-12 :
Figure A2-13 :
Figure A2-14 :
Figure A2-15 :
Figure A2-16 :
Figure A2-17 :
Figure A2-18 :
Figure A2-19 :
Figure A2-20 :
Figure A2-21 :
Figure A2-22 :
Figure A2-23 :
Figure A4-1 :
Figure A4-2 :
Concept Map Instruction Sheet (Printed A4 Portrait)
A2-13
Example “Newtonian Concept Map” provided with Concept Map Instruction
Sheet (Printed A4 Landscape on reverse)
A2-13
Concept Map Cover Sheet (Printed A4 Portrait)
A2-14
Concept Map Answer Sheet (Printed A3 Landscape)
A2-14
Copy of Student Concept Map (Student ID 21). This map shows the “wheel
linked to another wheel” structural type. (Reduced from original A3 with the
labels and header instructions cropped (Refer to Figure A2-4))
A2-15
Focus Group Discussion Points
A2-24
Physics Lecturer Guide Interview Questions
A2-25
Chemistry Lecturer Guide Interview Questions
A2-27
Examination Script – First Year Question 9
A2-38
Examination Script – First Year Question 10
A2-39
Examination Script – First Year Question 11
A2-40
Examination Script – Second Year Question A1
A2-42
Examination Script – Second Year Question B1
A2-44
Examination Script – Second Year A2
A2-45
Representative Preliminary Interview Transcript – TED Page 1 Cover Page (1 of
9)
A2-74
Representative Preliminary Interview Transcript – TED Page 2 (2 of 9)
A2-75
Representative Preliminary Interview Transcript – TED Page 3 (3 of 9)
A2-76
Representative Preliminary Interview Transcript – TED Page 4 (4 of 9)
A2-77
Representative Preliminary Interview Transcript – TED Page 5 (5 of 9)
A2-78
Representative Preliminary Interview Transcript – TED Page 6 (6 of 9)
A2-79
Representative Preliminary Interview Transcript – TED Page 29 (7 of 9) A2-80
Representative Preliminary Interview Transcript – TED Page 30 (8 of 9) A2-81
Representative Preliminary Interview Transcript – TED Page 31 (9 of 9) A2-82
Transcript Cover Page – which includes the Key Feature Grouping
A4-114
Transcript Grouped Analytical Log Coding Page
A4-115
xiv
Figure A4-3 :
Figure A4-4 :
Figure A4-5 :
Transcript page – which includes the Personal Log, Inherent Meaning Coding
and Analytical Log
A4-116
Transcript Inherent Meaning Coding Attitudinal Learning Matrix Page A4-117
Transcript Sorted List Inherent Meaning Coding
A4-118
xv
LIST OF TABLES
Table 3-1 :
Table 3-2 :
Table 3-3 :
Table 3-4 :
Table 4-1 :
Table 4-2 :
Table 4-3 :
Table 4-4 :
Table 4-5 :
Table 4-6 :
Table 5-1 :
Table 5-2 :
Table 5-3 :
Table 5-4 :
Table 5-5 :
Preliminary Research Project Plan
33
Description of Interview Question Types
44
Research Project Plan – Stage 1
50
Research Project Plan – Stage 2
51
Concept Map Structural Types and Results Summary (n=67)
57
Interview Themes
76
Interview Topics
77
Interview Closure Topics
78
Interview Body Topics
79
Structure of the Final Interview Instrument
81
Colaizzi’s seven steps of phenomenological analysis mapped against the coding
and analysis steps employed in this study
87
Summary of the five identified themes and their associated research questions.
97
Outline of the results of the exhaustive description and the fundamental analysis
process for each theme - 1 and 2 (Table 1 of 3)
99
Outline of the results of the exhaustive description and the fundamental analysis
process for each theme - 3 and 4 (Table 2 of 3)
100
Outline of the results of the exhaustive description and the fundamental analysis
process for theme - 5 (Table 3 of 3)
101
Appendicies
Table A2-1 :
Table A2-2 :
Table A2-3 :
Table A2-4 :
Table A2-5 :
Table A2-6 :
Table A2-7 :
Table A2-8 :
Table A2-9 :
Table A2-10 :
Table A2-11 :
Table A2-12 :
Table A2-13 :
Table A2-14 :
Table A2-15 :
Table A2-16 :
Table A2-17 :
Table A2-18 :
Table A2-19 :
Table A2-20 :
Table A2-21 :
Table A2-22 :
Table A2-23 :
Table A2-24 :
Table A2-25 :
Table A2-26 :
Table A2-27 :
Concept Map Structural Types and Results Summary
A2-17
Maps with two or more links to ‘Uncertainty Principle’
A2-19
Concept Map Coding – Linking and Map Structures (1of 2)
A2-21
Concept Map Coding – Primary Nodes within Wheel, Complex and Hierarchical
Structures (2 of 2)
A2-22
Expert Interview/Group Discussions - The depth of response against each
identified category
A2-28
Expert Group - Key concepts identified by lecturers
A2-30
Expert Group – Difficulties Identified by the 18 lecturers
A2-32
Examination Script – Questions selected for analysis
A2-36
Examination Script Coding - First Year Question 9 (1 of 2)
A2-47
Examination Script Coding - First Year Question 9 (2 of 2)
A2-48
Examination Script Coding - First Year Question 10 (1 of 5)
A2-49
Examination Script Coding - First Year Question 10 (2 of 5)
A2-50
Examination Script Coding - First Year Question 10 (3 of 5)
A2-51
Examination Script Coding - First Year Question 10 (4 of 5)
A2-52
Examination Script Coding - First Year Question 10 (5 of 5)
A2-53
Examination Script Coding - First Year Question 11 (1 of 4)
A2-54
Examination Script Coding - First Year Question 11 (2 of 4)
A2-55
Examination Script Coding - First Year Question 11 (3 of 4)
A2-56
Examination Script Coding - First Year Question 11 (4 of 4)
A2-57
Examination Script Coding - Second Year Advanced Question B1 (1 of 6) A2-58
Examination Script Coding - Second Year Advanced Question B1 (2 of 6) A2-59
Examination Script Coding - Second Year Advanced Question B1 (3 of 6) A2-60
Examination Script Coding - Second Year Advanced Question B1 (4 of 6) A2-61
Examination Script Coding - Second Year Advanced Question B1 (5 of 6) A2-62
Examination Script Coding - Second Year Advanced Question B1 (6 of 6) A2-63
Examination Script Coding - Second Year Question A1 (1 of 8)
A2-64
Examination Script Coding - Second Year Question A1 (2 of 8)
A2-65
xvi
Table A2-28 :
Table A2-29 :
Table A2-30 :
Table A2-31 :
Table A2-32 :
Table A2-33 :
Table A2-34 :
Table A2-35 :
Table A2-36 :
Table A2-37 :
Table A2-38 :
Table A2-39 :
Table A4-1 :
Table A4-2 :
Table A4-3 :
Table A4-4 :
Table A4-5 :
Table A4-6 :
Table A4-7 :
Table A4-8 :
Table A4-9 :
Table A5-1 :
Table A5-2 :
Table A5-3 :
Table A7-1 :
Table A7-2 :
Table A7-3 :
Table A7-4 :
Table A7-5 :
Table A7-6 :
Table A7-7 :
Table A7-8 :
Table A7-9 :
Table A7-10 :
Table A7-11 :
Table A7-12 :
Examination Script Coding - Second Year Question A1 (3 of 8)
A2-66
Examination Script Coding - Second Year Question A1 (4 of 8)
A2-67
Examination Script Coding - Second Year Question A1 (5 of 8)
A2-68
Examination Script Coding - Second Year Question A1 (6 of 8)
A2-69
Examination Script Coding - Second Year Question A1 (7 of 8)
A2-70
Examination Script Coding - Second Year Question A1 (8 of 8)
A2-71
Examination Script Coding - Second Year Question A2 (1 of 1)
A2-72
Interview Themes
A2-100
Interview Topics
A2-101
Interview Closure Topics
A2-102
Interview Body Topics
A2-104
Structure of the Final Interview Instrument
A2-106
Columns 4 through 10 of the interview transcript were reserved for recording
these codes. The seven columns formed a data record and each column stored a
field.
A4-119
Inherent Meaning General Coding Dataset for the Double Slit Experiment and
Wave Particle Duality Topics (Table 1 of 8)
A4-120
Inherent Meaning General Coding Dataset for the Topic Uncertainty (Table 2 of 8)
A4-121
Inherent Meaning General Coding Dataset for the Topic Explain in terms of
Quantum Mechanics (Table 3 of 8)
A4-122
Inherent Meaning General Coding Dataset for the Topic Quantaroo - the
Quantum Kangaroo (Table 4 of 8)
A4-123
Inherent Meaning General Coding Dataset for the Topic Difficulties Learning and
Teaching (Table 5 of 8)
A4-124
Inherent Meaning General Coding Dataset for the Topic Difficulties Learning and
Teaching (Table 6 of 8)
A4-125
Inherent Meaning General Coding Dataset for the Topic Difficulties Learning and
Teaching (Table 7 of 8)
A4-126
Inherent Meaning General Coding Dataset for the Topic Advise new lecturer
(Table 8 of 8)
A4-127
Outline of the results of the exhaustive description and the fundamental analysis
process for each theme - 1 and 2 (Table 1 of 3)
A5-130
Outline of the results of the exhaustive description and the fundamental analysis
process for each theme - 3 and 4 (Table 2 of 3)
A5-131
Outline of the results of the exhaustive description and the fundamental analysis
process for theme - 5 (Table 3 of 3)
A5-132
Theme Types of Students, Profile of Students representative responses
A7-152
Theme Types of Students, Profile of Students percentage matrix
A7-152
Theme Entity representative responses
A7-154
Theme Entity percentage matrix
A7-155
Theme Potential Diagrams, Potential Well Features Presented representative
responses
A7-157
Theme Potential Diagrams, Potential Well Features Presented percentage matrix
A7-158
Theme Potential Diagrams, Barrier Features Presented representative responses
A7-159
Theme Potential Diagrams, Barrier Features Presented percentage matrix A7-160
Theme Potential Diagrams, Associated Terminology, Origin – Eigen States
representative responses
A7-161
Theme Potential Diagrams, Associated Terminology, Origin – Eigen States
percentage matrix
A7-161
Theme Potential Diagrams, Associated Terminology, Origin – Energy
Quantisation representative responses
A7-162
Theme Potential Diagrams, Associated Terminology, Origin – Energy
Quantisation percentage matrix
A7-162
xvii
Table A7-13 :
Table A7-14 :
Table A7-15
Table A7-16 :
Table A7-17 :
Table A7-18 :
Table A7-19 :
Table A7-20 :
Table A7-21 :
Table A7-22 :
Table A7-23 :
Table A7-24 :
Table A7-25 :
Table A7-26 :
Table A7-27 :
Table A7-28 :
Table A7-29 :
Table A7-30 :
Table A7-31 :
Table A7-32 :
Table A7-33 :
Table A7-34 :
Table A7-35 :
Table A7-36 :
Table A7-37 :
Table A7-38 :
Table A7-39 :
Table A7-40 :
Theme Potential Diagrams, Associated Terminology, Origin – Wave Function
representative responses
A7-163
Theme Potential Diagrams, Associated Terminology, Origin – Wave Function
percentage matrix
A7-164
Theme Potential Diagrams, Associated Terminology, Origin – Probability
Distribution representative responses
A7-165
Theme Potential Diagrams, Associated Terminology, Origin – Probability
Distribution percentage matrix
A7-165
Theme Potential Diagrams, Associated Terminology, Meaning – Eigen States
representative responses
A7-166
Theme Potential Diagrams, Associated Terminology, Meaning – Eigen States
percentage matrix
A7-166
Theme Potential Diagrams, Associated Terminology, Meaning – Energy
Quantisation representative responses
A7-167
Theme Potential Diagrams, Associated Terminology, Meaning – Energy
Quantisation percentage matrix
A7-167
Theme Potential Diagrams, Associated Terminology, Meaning – Wave Function
representative responses
A7-168
Theme Potential Diagrams, Associated Terminology, Meaning – Wave Function
percentage matrix
A7-168
Theme Potential Diagrams, Associated Terminology, Meaning – Probability
Distribution representative responses
A7-169
Theme Potential Diagrams, Associated Terminology, Meaning – Probability
Distribution percentage matrix
A7-169
Theme Potential Diagrams, Application of Diagram – Wells representative
responses
A7-170
Theme Potential Diagrams, Application of Diagram – Wells percentage matrix
A7-170
Theme Potential Diagrams, Application of Diagram – Barrier representative
responses
A7-171
Theme Potential Diagrams, Application of Diagram – Barrier percentage matrix
A7-171
Theme Potential Diagrams, Classical Perspective – Well – Sides representative
responses
A7-172
Theme Potential Diagrams, Classical Perspective – Well – Sides percentage matrix
A7-173
Theme Potential Diagrams, Classical Perspective – Well – Sloping Base
representative responses
A7-174
Theme Potential Diagrams, Classical Perspective – Well – Sloping Base
percentage matrix
A7-175
Theme Potential Diagrams, Interpretation of Unfamiliar Potential Diagram
percentage matrix
A7-176
Theme Potential Diagrams, Overall Understanding of Wells representative
responses
A7-177
Theme Potential Diagrams, Overall Understanding of Wells percentage matrix
A7-177
Theme Potential Diagrams, Overall Understanding of Barriers representative
responses
A7-178
Theme Potential Diagrams, Overall Understanding of Barriers percentage matrix
A7-178
Theme Potential Diagrams, Overall Understanding – Concept – Energy
Quantisation representative responses
A7-179
Theme Potential Diagrams, Overall Understanding – Concept – Energy
Quantisation percentage matrix
A7-179
Theme Potential Diagrams, Overall Understanding – Concept – Wave Function
representative responses
A7-180
xviii
Table A7-41 :
Table A7-42 :
Table A7-43 :
Table A7-44 :
Table A7-45 :
Table A7-46 :
Table A7-47 :
Table A7-48 :
Table A7-49 :
Table A7-50 :
Table A7-51 :
Table A7-52 :
Table A7-53 :
Table A7-54 :
Table A7-55 :
Table A7-56 :
Table A7-57 :
Table A7-58 :
Table A7-59 :
Table A7-60 :
Table A7-61 :
Table A7-62 :
Table A7-63 :
Table A7-64 :
Table A7-65 :
Table A7-66 :
Table A7-67 :
Table A7-68 :
Theme Potential Diagrams, Overall Understanding – Concept – Wave Function
percentage matrix
A7-180
Theme Potential Diagrams, Overall Understanding – Application – Explain
Existing representative responses
A7-181
Theme Potential Diagrams, Overall Understanding – Application – Explain
Existing percentage matrix
A7-181
Theme Potential Diagrams, Overall Understanding – Application – Analyse New
representative responses
A7-182
Theme Potential Diagrams, Overall Understanding – Application – Analyse New
percentage matrix
A7-182
Theme Contextualisation, Analogy (attitudinal) – Atom – Bohr representative
responses
A7-184
Theme Contextualisation, Analogy (attitudinal) – Atom – Bohr percentage matrix
A7-185
Theme Contextualisation, Analogy (attitudinal) – Atom – de Broglie
representative responses
A7-186
Theme Contextualisation, Analogy (attitudinal) – Atom – de Broglie percentage
matrix
A7-186
Theme Contextualisation, Analogy (attitudinal) – Atom – Fuzzy Cloud
representative responses
A7-187
Theme Contextualisation, Analogy (attitudinal) – Atom – Fuzzy Cloud
percentage matrix
A7-187
Theme Contextualisation, Analogy (attitudinal) – Atom – Wave Packet
representative responses
A7-188
Theme Contextualisation, Analogy (attitudinal) – Atom – Wave Packet
percentage matrix
A7-188
Theme Contextualisation, Analogy (attitudinal) – Uncertainty – Walking Across
Dark Room representative responses
A7-189
Theme Contextualisation, Analogy (attitudinal) – Uncertainty – Walking Across
Dark Room percentage matrix
A7-189
Theme Contextualisation, Analogy (attitudinal) – Uncertainty – Balls in Cups
representative responses
A7-190
Theme Contextualisation, Analogy (attitudinal) – Uncertainty – Balls in Cups
percentage matrix
A7-190
Theme Contextualisation, Analogy (attitudinal) – Wells – Vibrating Strings
representative responses
A7-191
Theme Contextualisation, Analogy (attitudinal) – Wells – Vibrating Strings
percentage matrix
A7-192
Theme Contextualisation, Analogy (attitudinal) – Wells – Ball in a Well (Gravity)
representative responses
A7-193
Theme Contextualisation, Analogy (attitudinal) – Wells – Ball in a Well (Gravity)
percentage matrix
A7-193
Theme Contextualisation, Analogy (attitudinal) – Wells – Harmonic Oscillator
representative responses
A7-194
Theme Contextualisation, Analogy (attitudinal) – Wells – Harmonic Oscillators
percentage matrix
A7-195
Theme Contextualisation, Analogy (attitudinal) – Wells – Rubber Sheet for Well
representative responses
A7-196
Theme Contextualisation, Analogy (attitudinal) – Wells – Rubber Sheet for Well
percentage matrix
A7-196
Theme Contextualisation, Analogy (attitudinal) – Wells – Particle in a Box
representative responses
A7-197
Theme Contextualisation, Analogy (attitudinal) – Wells – Particle in a Box
percentage matrix
A7-198
Theme Contextualisation, Analogy (attitudinal) – Wells – Wave in a Box
representative responses
A7-199
xix
Table A7-69 :
Table A7-70 :
Table A7-71 :
Table A7-72 :
Table A7-73 :
Table A7-74 :
Table A7-75 :
Table A7-76 :
Table A7-77 :
Table A7-78 :
Table A7-79 :
Table A7-80 :
Table A7-81 :
Table A7-82 :
Table A7-83 :
Table A7-84 :
Table A7-85 :
Table A7-86 :
Table A7-87 :
Table A7-88 :
Table A7-89 :
Table A7-90 :
Table A7-91 :
Table A7-92 :
Table A7-93 :
Table A7-94 :
Table A7-95 :
Table A7-96 :
Theme Contextualisation, Analogy (attitudinal) – Wells – Wave in a Box
percentage matrix
A7-199
Theme Contextualisation, Analogy (attitudinal) – Good representative responses
A7-200
Theme Contextualisation, Analogy (attitudinal) – Good percentage matrix
A7-200
Theme Contextualisation, Analogy (attitudinal) – Good makes you think
representative responses
A7-201
Theme Contextualisation, Analogy (attitudinal) – Good makes you think
percentage matrix
A7-201
Theme Contextualisation, Analogy (attitudinal) – Good Allows you to
test/consolidate understanding representative responses Theme
Contextualisation, Analogy (attitudinal) – Good Allows you to test/consolidate
understanding percentage matrix
A7-202
Theme Contextualisation, Analogy (attitudinal) – Good Allows you to
test/consolidate understanding percentage matrix
A7-202
Theme Contextualisation, Analogy (attitudinal) – Appropriate Limited Use
representative responses
A7-203
Theme Contextualisation, Analogy (attitudinal) – Appropriate Limited Use
percentage matrix
A7-203
Theme Contextualisation, Analogy (attitudinal) – Appropriate But very abstract
not good teaching tools representative responses
A7-204
Theme Contextualisation, Analogy (attitudinal) – Appropriate But very abstract
not good teaching tools percentage matrix
A7-205
Theme Contextualisation, Analogy (attitudinal) – Bad Hinder representative
responses
A7-206
Theme Contextualisation, Analogy (attitudinal) – Bad Hinder percentage matrix
A7-206
Theme Contextualisation, Analogy (attitudinal) – Bad Usually emphasises the
classical representative responses
A7-207
Theme Contextualisation, Analogy (attitudinal) – Bad Usually emphasises the
classical percentage matrix
A7-207
Theme Contextualisation, Analogy (attitudinal) – Bad Analogies are lies /
Doesn’t Happen representative responses
A7-208
Theme Contextualisation, Analogy (attitudinal) – Bad Analogies are lies /
Doesn’t Happen percentage matrix
A7-209
Theme Contextualisation, Analogy (attitudinal) – No Response percentage matrix
A7-210
Theme Contextualisation, Context – List of Key Ideas/Concepts percentage
matrix
A7-211
Theme Contextualisation, Context – List of Delivery Methods percentage matrix
A7-212
Theme Contextualisation, Context – List of Products percentage matrix A7-212
Theme Contextualisation, Context – List of Key Experiments percentage matrix
A7-213
Theme Contextualisation, Application – Explanation of Radioactivity percentage
matrix (1 of 3)
A7-214
Theme Contextualisation, Application – Explanation of Radioactivity percentage
matrix (2 of 3)
A7-215
Theme Contextualisation, Application – Explanation of Radioactivity percentage
matrix (3 of 3)
A7-216
Theme Difficulties, Student Comments, Analogy Related representative
responses
A7-218
Theme Difficulties, Student Comments, Analogy Related percentage matrix
A7-218
Theme Difficulties, Student Comments, Context Related representative responses
A7-219
xx
Table A7-97 :
Table A7-98 :
Table A7-99 :
Table A7-100 :
Table A7-101 :
Table A7-102 :
Table A7-103 :
Theme Difficulties, Student Comments, Context Related percentage matrix
A7-219
Theme Difficulties, Student Comments, Mathematical Related representative
responses
A7-220
Theme Difficulties, Student Comments, Mathematical Related percentage matrix
A7-220
Theme Difficulties, Student Comments, Delivery Emphasis Related
representative responses
A7-221
Theme Difficulties, Student Comments, Delivery Emphasis Related percentage
matrix
A7-221
Theme Difficulties, Student Comments, Content Related representative responses
A7-222
Theme Difficulties, Student Comments, Content Related percentage matrix
A7-222