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A common learning goal for modern physics instructors is for students torecognize a difference between the experimental uncertainty of classicalphysics and the fundamental uncertainty of quantum mechanics. Our studiessuggest this notoriously difficult task may be frustrated by the intuitivelyrealist perspectives of introductory students, and a lack of ontologicalflexibility in their conceptions of light and matter. We have developed aframework for understanding and characterizing student perspectives on thephysical interpretation of quantum mechanics, and demonstrate the differentialimpact on student thinking of the myriad ways instructors approach interpretivethemes in their introductory courses. Like expert physicists, studentsinterpret quantum phenomena differently, and these interpretations aresignificantly influenced by their overall stances on questions central to theso-called measurement problem: Is the wave function physically real, or simplya mathematical tool? Is the collapse of the wave function an ad hoc rule, or aphysical transition not described by any equation? Does an electron, being aform of matter, exist as a localized particle at all times? These questions,which are of personal and academic interest to our students, are largely onlysuperficially addressed in our introductory courses, often for fear of openinga Pandora's Box of student questions, none of which have easy answers. We showhow a transformed modern physics curriculum (recently implemented at theUniversity of Colorado) may positively impact student perspectives onindeterminacy and wave-particle duality, by making questions of classical andquantum reality a central theme of our course, but also by making the beliefsof our students, and not just those of scientists, an explicit topic ofdiscussion.

Perspectives in Quantum Physics: Epistemological, Ontological and  Pedagogical. An investigation into student and expert perspectives on the  physical interpretation of quantum mechanics, with implications for modern  physics instruction