Research Project

This proposed research investigates how formative assessment and interactive tutorials can be used to identify and mitigate students' misconceptions in introductory quantum mechanics and quantum information science.

The project is grounded in Physics Education Research and focuses on the relationship between conceptual understanding, mathematical formalism, and instructional design. The central goal is to develop, implement, and evaluate evidence-based learning materials that help students build more coherent reasoning about foundational quantum concepts.

This research direction is especially relevant because students often learn the formal procedures of quantum mechanics without fully understanding the conceptual meaning behind them. A formative and tutorial-based approach may help make student reasoning more visible and support more effective instructional interventions.

The same core project can be framed to align with the methodological signature of different PER groups. Below are three complementary versions of the proposal.

Introductory quantum mechanics is one of the most conceptually demanding areas of undergraduate physics. Students are required to work with unfamiliar mathematical tools while simultaneously abandoning or revising many classical intuitions.

Common areas of difficulty may include superposition, measurement, probability amplitudes, eigenstates, operators, spin, uncertainty, entanglement, and the interpretation of quantum states.

These challenges become even more significant when students are introduced to quantum information science, where abstract concepts are often represented through qubits, quantum gates, circuits, and computational notation.

The research problem, therefore, is not only whether students can perform calculations, but whether they can construct meaningful connections between mathematics, physical interpretation, and quantum information concepts.

1. 01What conceptual difficulties do students present in introductory quantum mechanics and quantum information science?
2. 02How can formative assessment identify these difficulties during instruction?
3. 03How can interactive tutorials support conceptual change and deeper understanding?
4. 04What learning gains can be observed after tutorial-based interventions?
5. 05How do students connect mathematical representations, physical meaning, and quantum information concepts?
6. 06How can curriculum redesign help reduce persistent misconceptions in quantum mechanics and quantum information science?

The proposed methodology may include several interconnected stages.

First, the project would begin with a literature review in Physics Education Research, focusing on student difficulties in quantum mechanics, conceptual assessment, interactive tutorials, and quantum information science education.

Second, diagnostic or formative assessment instruments would be developed or adapted to identify students' reasoning patterns and misconceptions.

Third, interactive tutorials would be designed to address selected conceptual difficulties. These tutorials may include guided questions, representational tasks, conceptual comparisons, mathematical interpretation, and feedback-oriented activities.

Fourth, the materials would be implemented with undergraduate students in an introductory quantum mechanics or quantum information science context.

Fifth, student learning would be evaluated through pre-test and post-test measures, qualitative analysis of written responses, and possible analysis of interviews or open-ended explanations.

Finally, the instructional materials would be revised based on evidence collected from student responses.

This project aims to contribute to Physics Education Research by developing and evaluating instructional strategies that address students' conceptual difficulties in introductory quantum mechanics and quantum information science.

• Better understanding of student misconceptions in quantum mechanics and quantum information science
• Development of formative assessment tools
• Design of interactive tutorial materials
• Evidence-based recommendations for introductory quantum instruction
• Support for curriculum redesign in undergraduate physics education

The broader goal is to help students move beyond procedural calculation and toward deeper conceptual understanding.

This research direction may align with faculty working in Physics Education Research, quantum mechanics education, conceptual learning, curriculum development, assessment, and interactive tutorials.

Additional potential advisors and programs can be added as the project develops.

Available documents:

• Research Proposal
• Academic CV
• Writing Sample