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This article aims to analyze how the combined use of virtual benches and storyboards can promote the conceptual understanding of undergraduate physics about the phenomenon of quantum entity wave-particle duality in the experimental arrangements of double slit and IMZ. Thus, we verify the possibility of its establishment in an interpretative current of QM. The conduct of this investigation converges to the identification of students’ private interpretation, after didactic actions mediated by external mechanisms of information processing. To do so, we adopted the harmonization of two theoretical frameworks, the Cognitive Mediation Theory (TMC), due to its approach related to hypercultural mediation, and the Scientific Modeling of Mario Bunge, due to his perception about the construction of reasoning knowledge through the interpretation of the reality. The results were obtained after the analysis performed under the pretest, posttest and Bancadas virtuais e storyboards com ilustrações microscópicas representativas como recursos no estudo da... 385 RBECM, Passo Fundo, v. 2, n. 2, p. 356-387, jul./dez. 2019 analysis of the descriptive gestures obtained from the video images recorded during the posttest interviews. We found that the didactic instructions provided possibilities to the undergraduates to analyze ontologically and epistemologically, in different ways, the same empirical result, predicted by the QM formalism. We also identified the predominance of a realistic dualist stance in student’s interpretation.

Bancadas virtuais e storyboards com ilustrações microscópicas representativas como recursos no estudo da Mecânica Quântica