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High School Students' Perceptions and Difficulties in Learning the Uncertainty Principle
New Phys.: Sae Mulli 2019; 69: 380~400
Published online April 30, 2019;
© 2019 New Physics: Sae Mulli.

Gyeongmo MIN, Junehee YOO*

Department of Physics Education, Seoul National University, Seoul 08826, Korea
Correspondence to:
Received December 13, 2018; Revised February 15, 2019; Accepted March 18, 2019.
cc This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
The purpose of this study is to explore high-school students' perceptions and difficulties in learning the uncertainty principle. The research participants were 18 high-school students, who answered questionnaires and had interviews which were analyzed using phenomenology. The perceptions were investigated through epistemological framing (e.f.) and understanding of the uncertainty principle. The e.f. was described by a viewpoint and a logic. In the case of research participants who were activated CM or Chemistry I-based QM as epistemological resources (e.r.), understanding was insufficient. In the case of participants who were activated physics II-based QM as an (e.r.), understanding was at the desired level in the curriculum. In the case of participants who were activated physics II-based $\gamma$-ray microscope and the high level of logical explanations as (e.r.), understanding was appropriate. The difficulties were classified an difficulties with content, context, epistemology and application. High school students can not apply the uncertainty principle in everyday life even though they have learned it, and its interpretation is difficult to believe and accept.
PACS numbers: 01.40.ek
Keywords: High school, Quantum mechanics education, Uncertainty principle, High school students, Perception, Difficulty

April 2019, 69 (4)
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