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One area of physics education research has focused on the nature ofontologies (mental categorizations of concepts, substances and processes), andhow they might be used to gain insight into student thinking when learningclassical physics. There has been some debate about whether student and expertontologies in classical contexts should be thought of as stable cognitivestructures or dynamic cognitive processes, and what implications thesedifferent perspectives have for instruction. We extend this discussion ofontologies and their role in learning and cognition to the context of quantumphysics, by first considering various types of epistemological and ontologicalcommitments exhibited by experts in their descriptions of quantum phenomena.Excerpts from student interviews and responses to survey questions are used todemonstrate the contextual nature of students' quantum ontologies, which can bebest understood within a resources framework. Instructional implications arediscussed, including a brief description of a modern physics curriculumdesigned to explicitly attend to student ontologies.

Ontological Flexibility and the Learning of Quantum Mechanics