TY - JOUR TI - Ranking hubs and authorities using matrix functions AU - Benzi, Michele AU - Estrada, Ernesto AU - Klymko, Christine T2 - Linear Algebra and its Applications AB - The notions of subgraph centrality and communicability, based on the exponential of the adjacency matrix of the underlying graph, have been effectively used in the analysis of undirected networks. In this paper we propose an extension of these measures to directed networks, and we apply them to the problem of ranking hubs and authorities. The extension is achieved by bipartization, i.e., the directed network is mapped onto a bipartite undirected network with twice as many nodes in order to obtain a network with a symmetric adjacency matrix. We explicitly determine the exponential of this adjacency matrix in terms of the adjacency matrix of the original, directed network, and we give an interpretation of centrality and communicability in this new context, leading to a technique for ranking hubs and authorities. The matrix exponential method for computing hubs and authorities is compared to the well known HITS algorithm, both on small artificial examples and on more realistic real-world networks. A few other ranking algorithms are also discussed and compared with our technique. The use of Gaussian quadrature rules for calculating hub and authority scores is discussed. DA - 2013/03/01/ PY - 2013 DO - 10.1016/j.laa.2012.10.022 DP - ScienceDirect VL - 438 IS - 5 SP - 2447 EP - 2474 J2 - Linear Algebra and its Applications LA - en SN - 0024-3795 UR - https://www.sciencedirect.com/science/article/pii/S002437951200732X Y2 - 2023/08/11/12:37:08 L1 - https://www.sciencedirect.com/science/article/pii/S002437951200732X/pdf?md5=08dd8d7d60b0b47dc1acbecd4c55fea2&pid=1-s2.0-S002437951200732X-main.pdf&isDTMRedir=Y L2 - https://www.sciencedirect.com/science/article/pii/S002437951200732X?via%3Dihub KW - Authorities KW - Bipartite graphs KW - Centrality KW - Communicability KW - Digraphs KW - Directed networks KW - Gauss quadrature KW - HITS KW - Hubs KW - Katz KW - Matrix exponential KW - Pagerank ER - TY - JOUR TI - Statistical Inference for Generalized Yule Coefficients in 2 × 2 Contingency Tables AU - Bonett, Douglas G. AU - Price, Robert M. T2 - Sociological Methods & Research AB - The odds ratio is one of the most widely used measures of association for 2 × 2 tables. A generalized Yule coefficient transforms the odds ratio into a correlation-like scale with a range from -1 to 1. Yule’s Y, Yule’s Q, Digby’s H, and a new coefficient are special cases of a generalized Yule coefficient. The new coefficient is shown to be similar in value to the phi coefficient. A confidence interval and sample size formula for a generalized Yule coefficient are proposed. The proposed confidence interval is shown to perform much better than the Wald intervals that are implemented in statistical packages. DA - 2007/02/01/ PY - 2007 DO - 10.1177/0049124106292358 DP - SAGE Journals VL - 35 IS - 3 SP - 429 EP - 446 LA - en SN - 0049-1241 UR - https://doi.org/10.1177/0049124106292358 Y2 - 2023/08/11/12:37:36 ER - TY - JOUR TI - The physics of communicability in complex networks AU - Estrada, Ernesto AU - Hatano, Naomichi AU - Benzi, Michele T2 - Physics Reports T3 - The Physics of Communicability in Complex Networks AB - A fundamental problem in the study of complex networks is to provide quantitative measures of correlation and information flow between different parts of a system. To this end, several notions of communicability have been introduced and applied to a wide variety of real-world networks in recent years. Several such communicability functions are reviewed in this paper. It is emphasized that communication and correlation in networks can take place through many more routes than the shortest paths, a fact that may not have been sufficiently appreciated in previously proposed correlation measures. In contrast to these, the communicability measures reviewed in this paper are defined by taking into account all possible routes between two nodes, assigning smaller weights to longer ones. This point of view naturally leads to the definition of communicability in terms of matrix functions, such as the exponential, resolvent, and hyperbolic functions, in which the matrix argument is either the adjacency matrix or the graph Laplacian associated with the network. Considerable insight on communicability can be gained by modeling a network as a system of oscillators and deriving physical interpretations, both classical and quantum-mechanical, of various communicability functions. Applications of communicability measures to the analysis of complex systems are illustrated on a variety of biological, physical and social networks. The last part of the paper is devoted to a review of the notion of locality in complex networks and to computational aspects that by exploiting sparsity can greatly reduce the computational efforts for the calculation of communicability functions for large networks. DA - 2012/05/01/ PY - 2012 DO - 10.1016/j.physrep.2012.01.006 DP - ScienceDirect VL - 514 IS - 3 SP - 89 EP - 119 J2 - Physics Reports LA - en SN - 0370-1573 UR - https://www.sciencedirect.com/science/article/pii/S0370157312000154 Y2 - 2023/08/11/12:38:11 L1 - https://arxiv.org/pdf/1109.2950 L2 - https://www.sciencedirect.com/science/article/abs/pii/S0370157312000154?via%3Dihub ER - TY - CHAP TI - Copyright Page T2 - The Structure of Complex Networks: Theory and Applications A2 - Estrada, Ernesto DA - 2011/10/20/ PY - 2011 DP - Silverchair SP - 0 PB - Oxford University Press SN - 978-0-19-959175-6 UR - https://doi.org/10.1093/acprof:oso/9780199591756.002.0003 Y2 - 2023/08/11/12:39:52 L2 - https://academic.oup.com/book/12738/chapter-abstract/162836017?redirectedFrom=fulltext ER - TY - JOUR TI - Usage of Terms “Science” and “Scientific Knowledge” in Nature of Science (NOS): Do Their Lexicons in Different Accounts Indicate Shared Conceptions? AU - Koponen, Ismo T. T2 - Education Sciences AB - Nature of science (NOS) has been a central theme in science education and research on it for nearly three decades, but there is still debate on its proper focus and underpinnings. The focal points of these debates revolve around different ways of understanding the terms “science” and “scientific knowledge”. It is suggested here that the lack of agreement is at least partially related to and reflected as a lack of common vocabulary and terminology that would provide a shared basis for finding consensus. Consequently, the present study seeks motivation from the notions of centrality of lexicons in recognizing the identity of disciplinary communities and different schools of thought within NOS. Here, by using a network approach, we investigate how lexicons used by different authors to discuss NOS are confluent or divergent. The lexicons used in these texts are investigated on the basis of a network analysis. The results of the analysis reveal clear differences in the lexicons that are partially related to differences in views, as evident from the debates surrounding the consensus NOS. The most divergent views are related to epistemology, while regarding the practices and social embeddedness of science the lexicons overlap significantly. This suggests that, in consensus NOS, one can find much basis for converging views, with common understanding, where constructive communication may be possible. The basic vocabulary, in the form of a lexicon, can reveal much about the different stances and the differences and similarities between various disciplinary schools. The advantage of such an approach is its neutrality and how it keeps a distance from preferred epistemological positions and views of nature of knowledge. DA - 2020/09// PY - 2020 DO - 10.3390/educsci10090252 DP - www.mdpi.com VL - 10 IS - 9 SP - 252 LA - en SN - 2227-7102 ST - Usage of Terms “Science” and “Scientific Knowledge” in Nature of Science (NOS) UR - https://www.mdpi.com/2227-7102/10/9/252 Y2 - 2023/08/11/12:41:02 L1 - https://www.mdpi.com/2227-7102/10/9/252/pdf?version=1600329003 KW - science education KW - lexicons KW - nature of science KW - networks ER - TY - JOUR TI - Concept networks of students’ knowledge of relationships between physics concepts: finding key concepts and their epistemic support AU - Koponen, Ismo T. AU - Nousiainen, Maija T2 - Applied Network Science AB - Concept maps, which are network-like visualisations of the inter-linkages between concepts, are used in teaching and learning as representations of students’ understanding of conceptual knowledge and its relational structure. In science education, research on the uses of concept maps has focused much attention on finding methods to identify key concepts that are of the most importance either in supporting or being supported by other concepts in the network. Here we propose a method based on network analysis to examine students’ representations of the relational structure of physics concepts in the form of concept maps. We suggest how the key concepts and their epistemic support can be identified through focusing on the pathways along which the information is passed from one node to another. Towards this end, concept maps are analysed as directed and weighted networks, where nodes are concepts and links represent different types of connections between concepts, and where each link is assumed to provide epistemic support to the node it is connected to. The notion of key concept can then be operationalised through the directed flow of information from one node to another in terms of communicability between the nodes, separately for out-going and in-coming weighted links. Here we analyse a collated concept network based on a sample of 12 original concept maps constructed by university students. We show that communicability is a simple and reliable way to identify the key concepts and examine their epistemic justification within the collated network. The communicabilities of the key nodes in the collated network are compared with communicabilities averaged over the set of 12 individual concept maps. The comparison shows the collated network contains an extensive set of key concepts with good epistemic support. Every individual networks contain a sub-set of these key concepts but with a limited overlap of the sub-sets with other individual networks. The epistemically well substantiated knowledge is thus sparsely distributed over the 12 individual networks. DA - 2018/12// PY - 2018 DO - 10.1007/s41109-018-0072-5 DP - appliednetsci.springeropen.com VL - 3 IS - 1 SP - 1 EP - 21 J2 - Appl Netw Sci LA - en SN - 2364-8228 ST - Concept networks of students’ knowledge of relationships between physics concepts UR - https://appliednetsci.springeropen.com/articles/10.1007/s41109-018-0072-5 Y2 - 2023/08/11/12:41:24 L1 - https://appliednetsci.springeropen.com/counter/pdf/10.1007/s41109-018-0072-5 ER - TY - JOUR TI - Pre-Service Teachers’ Declarative Knowledge of Wave-Particle Dualism of Electrons and Photons: Finding Lexicons by Using Network Analysis AU - Nousiainen, Maija AU - Koponen, Ismo T. T2 - Education Sciences AB - Learning the wave-particle dualism of electrons and photons plays a central role in understanding quantum physics. Teaching it requires that the teacher is fluent in using abstract and uncommon terms. We inspect the lexical structures of pre-service teachers’ declarative knowledge about the wave-particle dualism of electrons and photons in the context of double-slit interference. The declarative knowledge is analyzed in the form of a lexical network of terms. We focus on lexical structures because, in teaching and learning, knowledge is communicated mostly through lexical structures, i.e., by speaking and writing. Using the lexical networks, we construct the lexicons used by pre-service teachers to express their knowledge of electrons and photons in the context of double-slit interference. The lexicons consist of eight different key terms, each representing a set of closely-related or synonymous terms. The lexicons by 14 pre-service teachers reveal remarkable variation and differences, and are strongly context-dependent. We also analyzed lexicons corresponding to two didactically-oriented research articles on the same topic and found that they also differ. Lexicons paralleling both texts are found among the pre-service teachers’ lexicons. However, only some of the pre-service teachers use such rich vocabulary as would indicate multi-faceted understanding of quantum entities. DA - 2020/03// PY - 2020 DO - 10.3390/educsci10030076 DP - www.mdpi.com VL - 10 IS - 3 SP - 76 LA - en SN - 2227-7102 ST - Pre-Service Teachers’ Declarative Knowledge of Wave-Particle Dualism of Electrons and Photons UR - https://www.mdpi.com/2227-7102/10/3/76 Y2 - 2023/08/11/12:42:23 L1 - https://www.mdpi.com/2227-7102/10/3/76/pdf?version=1584446029 KW - networks KW - declarative knowledge KW - lexical network KW - pre-service teachers KW - wave-particle dualism ER - TY - JOUR TI - A lecture demonstration of single photon interference AU - Rueckner, Wolfgang AU - Titcomb, Paul T2 - American Journal of Physics DA - 1996/02/01/ PY - 1996 DO - 10.1119/1.18302 DP - Silverchair VL - 64 IS - 2 SP - 184 EP - 188 J2 - American Journal of Physics SN - 0002-9505 UR - https://doi.org/10.1119/1.18302 Y2 - 2023/08/11/12:43:00 L2 - https://pubs.aip.org/aapt/ajp/article-abstract/64/2/184/1044068/A-lecture-demonstration-of-single-photon?redirectedFrom=fulltext ER - TY - JOUR TI - Pre-service teachers’ vocabularies of the language of science in the context of learning about electrons and photons | LUMAT: International Journal on Math, Science and Technology Education AU - Vuola, Karoliina AU - Nousiainen, Maija AU - Koponen, Ismo T. AB - Teaching and learning the language of science is an important part of science education. Learning the vocabulary of science plays a key role in learning the language of science. The meaning of abstract scientific terms builds on their connections with other terms and how they are used. In this research, we study pre-service physics teachers’ physics-related vocabularies and investigate how rich a vocabulary they use and what similarities and differences there are in their vocabularies regarding electrons and photons. We investigate the connectedness of physics terms by categorizing them according to their role in explaining quantum physics and carry out a lexical network analysis for N=60 written reports. The analysis shows that vocabularies do not share much similarity and the reports reflect narrow images of photons and electrons. We conclude that science teacher education needs to pay attention to explicit teaching of the language of science for pre-service teachers. DA - 2023/06/22/ PY - 2023 DP - journals.helsinki.fi LA - en-US ST - Pre-service teachers’ vocabularies of the language of science in the context of learning about electrons and photons | LUMAT UR - https://journals.helsinki.fi/lumat/article/view/1924 Y2 - 2023/08/11/12:44:16 L1 - https://journals.helsinki.fi/lumat/article/download/1924/1814 ER - TY - JOUR TI - A Holistic Picture of Physics Student Conceptions of Energy Quantization, the Photon Concept, and Light Quanta Interference AU - Ayene, Mengesha AU - Krick, Jeanne AU - Damitie, Baylie AU - Ingerman, Ake AU - Thacker, Bath T2 - International Journal of Science and Mathematics Education AB - A detailed investigation of student conceptions of quantum phenomena is needed, both to characterize student understanding of quantum concepts and to inform how we might teach quantum mechanics (QM). In this vein, in-depth semi-structured interviews were conducted with 35 students who majored in physics and received university-level QM instructions. Interview protocols were used and based on three quantum contexts: the quantization of energy in explaining the blackbody radiation, the photon concept in explaining the photoelectric effect, and light quanta in explaining the gradual formation of an interference pattern in the cases of low-intensity light beam. By applying a developmental phenomenographic analysis of the interview responses, three description categories (i.e., general patterns behind the conceptual understandings used in explaining each quantum contexts) were identified. These categories of descriptions revealed that most students’ thinking regarding foundational concepts in QM ranged from naïve and deficient descriptions based on classical ontologies to simple hybrid and/or mixed models of classical and quantum conceptions. Regarding learning QM, the study found that the perspective of naïve and classical ontologies in explaining quantum phenomena influenced students’ responses; they made incorrect generalizations and/or inappropriate links to the concepts learned in classical physics; and patterns of incorrect notions of QM are analogous to those that were documented. Besides, the study confirmed that students’ conceptual difficulties with QM are real, stable over time, and cross-cultural. It seems that the challenge to make QM interesting, effective, and relevant for physics students is a universal concern that knows no boundaries. DA - 2019/08/01/ PY - 2019 DO - 10.1007/s10763-018-9906-y DP - Springer Link VL - 17 IS - 6 SP - 1049 EP - 1070 J2 - Int J of Sci and Math Educ LA - en SN - 1573-1774 UR - https://doi.org/10.1007/s10763-018-9906-y Y2 - 2023/09/25/11:58:18 KW - Light quanta KW - Phenomenography KW - Quantization KW - Student conceptions ER - TY - JOUR TI - Critique of Wave-Particle Duality of Single-Photons AU - Bhatta, Varun S. T2 - Journal for General Philosophy of Science AB - A prominent way through which wave-particle duality has been ascribed to photons is by illustrating their “wave-like” behaviour in the Mach-Zehnder interferometer and “particle-like” behaviour in the anti-correlation experiment. This duality has been formulated in two ways. Some have based the claim on the complementarity principle. This formulation, however, has already been shown to be problematic. Others have made a much simpler duality claim by considering that single-photons are analogous to waves and particles in the above experiments. I criticise this formulation by arguing that the analogies cannot be distinctly established. Thus, this duality claim is found to be unsubstantiated. DA - 2021/12/01/ PY - 2021 DO - 10.1007/s10838-021-09564-4 DP - Springer Link VL - 52 IS - 4 SP - 501 EP - 521 J2 - J Gen Philos Sci LA - en SN - 1572-8587 UR - https://doi.org/10.1007/s10838-021-09564-4 Y2 - 2023/09/25/11:59:46 KW - Analogy KW - Photons KW - Wave-particle duality ER - TY - JOUR TI - Secondary and University Students’ Descriptions of Quantum Uncertainty and the Wave Nature of Quantum Particles AU - Bøe, Maria Vetleseter AU - Viefers, Susanne T2 - Science & Education AB - Teaching and learning of quantum physics at secondary level is an active field of research. One important challenge is finding ways to promote understanding of quantum concepts without the mathematical formalism that is embedded in quantum mechanics but unavailable on the secondary level. We investigated Norwegian secondary students’ (N = 291) descriptions of the wave nature of quantum particles and the uncertainty principle, as expressed during work with learning resources using a sociocultural approach emphasizing history, philosophy, and nature of science aspects. Responses from university students (N = 40) given after a formalism-based course in quantum physics were included for comparison. Themes were identified using thematic analysis and analyzed from the perspective of pedagogical link-making, seeing different themes as representing different levels of explanations of the concepts (phenomenological, qualitative, mathematical). The most dominant theme in descriptions of particle wave nature was that particles exhibit wave behavior in experiments, while referring to the mathematical description of particles by wave functions was a less prominent theme, even among university students. Two uncertainty principle themes were found: uncertainty as inability to measure pairs of variables precisely, and uncertainty as innate blurriness in nature. Largely missing from descriptions of both concepts were meaningful links between different levels of explanations. Based on the results, we discuss ways forward for teaching particle wave nature and uncertainty in secondary education. DA - 2023/04/01/ PY - 2023 DO - 10.1007/s11191-021-00297-w DP - Springer Link VL - 32 IS - 2 SP - 297 EP - 326 J2 - Sci & Educ LA - en SN - 1573-1901 UR - https://doi.org/10.1007/s11191-021-00297-w Y2 - 2023/09/25/12:00:29 L1 - https://link.springer.com/content/pdf/10.1007%2Fs11191-021-00297-w.pdf ER - TY - JOUR TI - Towards a better understanding of conceptual difficulties in introductory quantum physics courses AU - Bouchée, T. AU - de Putter - Smits, L. AU - Thurlings, M. AU - Pepin, B. T2 - Studies in Science Education AB - Research on teaching and learning quantum physics (QP) frequently explores students’ conceptual difficulties to identify common patterns in their reasoning. The abstractness of QP is often found to be at the origin of students’ conceptual difficulties. Due to this abstract nature students resort to common sense reasoning or classical thinking when they make meaning of QP phenomena. In this literature review, the ‘abstractness’ is closely investigated and nuanced to uncover what reasons for the abstractness students experience. Four reasons for students’ conceptual difficulties can be categorised under the abstract nature of QP. These reasons are that students struggle a) to relate the mathematical formalism of QP to experiences in the physical world; b) to interpret counterintuitive QP phenomena and concepts; c) to transit from a deterministic to a probabilistic worldview; and d) to understand the limitations of language to express quantum phenomena, concepts, and objects. Combining these four reasons allows us to better understand the origin of conceptual difficulties in QP and why these difficulties persist over time. The implications of these findings for research and teaching practice are discussed. DA - 2022/07/03/ PY - 2022 DO - 10.1080/03057267.2021.1963579 DP - Taylor and Francis+NEJM VL - 58 IS - 2 SP - 183 EP - 202 SN - 0305-7267 UR - https://doi.org/10.1080/03057267.2021.1963579 Y2 - 2023/09/25/12:01:16 L1 - https://www.tandfonline.com/doi/pdf/10.1080/03057267.2021.1963579 KW - Conceptual difficulties KW - conceptual understanding KW - literature review KW - quantum physics education KW - secondary and lower undergraduate education ER - TY - JOUR TI - Quantum talk: How small-group discussions may enhance students’ understanding in quantum physics AU - Bungum, Berit AU - Bøe, Maria Vetleseter AU - Henriksen, Ellen Karoline T2 - Science Education AB - Quantum physics challenges our views of the physical world and describes phenomena that cannot be directly observed. The use of language is hence essential in the teaching of quantum physics. With a sociocultural view of learning, we investigate characteristics of preuniversity students’ small-group discussions and their potential for enhancing understanding of quantum physics. The empirical data are 96 small-group discussions about two fundamental dilemmas: whether light can be both waves and particles, and whether the cat in Schrödinger's thought experiment can be considered to be both dead and alive. The discussions were analyzed by means of a framework of four categories, grouped as productive and nonproductive for learning, where “productive” means that students build constructively on each other's utterances and take the peers’ ideas into account. Results show that a total of 70% of the discussions were productive, indicating that small-group discussions have a potential for enhancing understanding in quantum physics. This potential is constituted by leading students to (i) articulate conceptual difficulties, (ii) deepen their understanding through exchange of views, and (iii) formulate new questions. The paper concludes with a discussion on how the learning potential of small-group discussions may be realized by combining dialogic and authoritative approaches. DA - 2018/// PY - 2018 DO - 10.1002/sce.21447 DP - Wiley Online Library VL - 102 IS - 4 SP - 856 EP - 877 LA - en SN - 1098-237X ST - Quantum talk UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/sce.21447 Y2 - 2023/09/25/12:02:00 L1 - https://www.duo.uio.no/bitstream/10852/73079/1/QUANTUM%2bTALK%2bpostprint.pdf L2 - https://onlinelibrary.wiley.com/doi/abs/10.1002/sce.21447 KW - productive discussions KW - Quantum physics KW - small-group discussions ER - TY - JOUR TI - Different Levels of the Meaning of Wave-Particle Duality and a Suspensive Perspective on the Interpretation of Quantum Theory AU - Cheong, Yong Wook AU - Song, Jinwoong T2 - Science & Education AB - There is no consensus on the genuine meaning of wave-particle duality and the interpretation of quantum theory. How can we teach duality and quantum theory despite this lack of consensus? This study attempts to answer this question. This research argues that reality issues are at the core of both the endless debates concerning the interpretation of quantum theory. As practical instructional frameworks, this study suggests three different levels of meaning for duality as well as a new suspensive perspective. The key idea behind these notions is a distinction between the prediction rule and the reality-related interpretation, instead of a traditional division between formalism and interpretation. After elaborating upon those notions, this study compares this new suspensive perspective with other interpretations or educational stances concerning the interpretation of quantum theory. Several practical guides for the better instruction of duality and quantum theory as well as its implication on students’ understanding of the topics are also discussed. DA - 2014/05/01/ PY - 2014 DO - 10.1007/s11191-013-9633-2 DP - Springer Link VL - 23 IS - 5 SP - 1011 EP - 1030 J2 - Sci & Educ LA - en SN - 1573-1901 UR - https://doi.org/10.1007/s11191-013-9633-2 Y2 - 2023/09/25/12:02:33 KW - Bohmian Mechanic KW - Copenhagen Interpretation KW - Microscopic Object KW - Prediction Rule KW - Quantum Theory ER - TY - JOUR TI - What Is Light? AU - Henriksen, Ellen Karoline AU - Angell, Carl AU - Vistnes, Arnt Inge AU - Bungum, Berit T2 - Science & Education AB - Quantum physics describes light as having both particle and wave properties; however, there is no consensus about how to interpret this duality on an ontological level. This article explores how pre-university physics students, while working with learning material focusing on historical-philosophical aspects of quantum physics, interpreted the wave-particle duality of light and which views they expressed on the nature of physics. A thematic analysis was performed on 133 written responses about the nature of light, given in the beginning of the teaching sequence, and 55 audio-recorded small-group discussions addressing the wave-particle duality, given later in the sequence. Most students initially expressed a wave and particle view of light, but some of these gave an “uncritical duality description”, accepting without question the two ontologically different descriptions of light. In the small-group discussions, students expressed more nuanced views. Many tried to reconcile the two descriptions using semi-classical reasoning; others entered into philosophical discussions about the status of the current scientific description of light and expected science to come up with a better model. Some found the wave description of light particularly challenging and lacked a conception of “what is waving”. Many seemed to implicitly take a realist view on the description of physical phenomena, contrary with the Copenhagen interpretation which is prevalent in textbooks. Results are discussed in light of different interpretations of quantum physics, and we conclude by arguing for a historical-philosophical perspective as an entry point for upper secondary physics students to explore the development and interpretation of quantum physical concepts. DA - 2018/03/01/ PY - 2018 DO - 10.1007/s11191-018-9963-1 DP - Springer Link VL - 27 IS - 1 SP - 81 EP - 111 J2 - Sci & Educ LA - en SN - 1573-1901 UR - https://doi.org/10.1007/s11191-018-9963-1 Y2 - 2023/09/25/12:03:09 L1 - https://www.duo.uio.no/bitstream/10852/68390/2/henriksen-angell-vistnes-bungum-2018-whatislight.pdf KW - Wave-particle duality KW - Interpretation of quantum physics KW - Nature of light KW - Nature of physics KW - Upper secondary physics ER - TY - BOOK TI - Photons: The History and Mental Models of Light Quanta AU - Hentschel, Klaus AB - This book focuses on the gradual formation of the concept of ‘light quanta’ or ‘photons’, as they have usually been called in English since 1926. The great number of synonyms that have been used by physicists to denote this concept indicates that there are many different mental models of what ‘light quanta’ are: simply finite, ‘quantized packages of energy’ or ‘bullets of light’? ‘Atoms of light’ or ‘molecules of light’? ‘Light corpuscles’ or ‘quantized waves’? Singularities of the field or spatially extended structures able to interfere? ‘Photons’ in G.N. Lewis’s sense, or as defined by QED, i.e. virtual exchange particles transmitting the electromagnetic force?The term ‘light quantum’ made its first appearance in Albert Einstein’s 1905 paper on a “heuristic point of view” to cope with the photoelectric effect and other forms of interaction of light and matter, but the mental model associated with it has a rich history both before and after 1905. Some of its semantic layers go as far back as Newton and Kepler, some are only fully expressed several decades later, while others initially increased in importance then diminished and finally vanished. In conjunction with these various terms, several mental models of light quanta were developed—six of them are explored more closely in this book. It discusses two historiographic approaches to the problem of concept formation: (a) the author’s own model of conceptual development as a series of semantic accretions and (b) Mark Turner’s model of ‘conceptual blending’. Both of these models are shown to be useful and should be explored further.This is the first historiographically sophisticated history of the fully fledged concept and all of its twelve semantic layers. It systematically combines the history of science with the history of terms and a philosophically inspired history of ideas in conjunction with insights from cognitive science. DA - 2018/08/16/ PY - 2018 DP - Google Books SP - 239 LA - en PB - Springer SN - 978-3-319-95252-9 ST - Photons L2 - https://books.google.fi/books?id=_zppDwAAQBAJ KW - Science / Physics / General KW - Science / History KW - Science / Physics / Optics & Light KW - Science / Physics / Quantum Theory ER - TY - JOUR TI - Insights into teaching quantum mechanics in secondary and lower undergraduate education AU - Krijtenburg-Lewerissa, K. AU - Pol, H. J. AU - Brinkman, A. AU - van Joolingen, W. R. T2 - Physical Review Physics Education Research AB - This study presents a review of the current state of research on teaching quantum mechanics in secondary and lower undergraduate education. A conceptual approach to quantum mechanics is being implemented in more and more introductory physics courses around the world. Because of the differences between the conceptual nature of quantum mechanics and classical physics, research on misconceptions, testing, and teaching strategies for introductory quantum mechanics is needed. For this review, 74 articles were selected and analyzed for the misconceptions, research tools, teaching strategies, and multimedia applications investigated. Outcomes were categorized according to their contribution to the various subtopics of quantum mechanics. Analysis shows that students have difficulty relating quantum physics to physical reality. It also shows that the teaching of complex quantum behavior, such as time dependence, superposition, and the measurement problem, has barely been investigated for the secondary and lower undergraduate level. At the secondary school level, this article shows a need to investigate student difficulties concerning wave functions and potential wells. Investigation of research tools shows the necessity for the development of assessment tools for secondary and lower undergraduate education, which cover all major topics and are suitable for statistical analysis. Furthermore, this article shows the existence of very diverse ideas concerning teaching strategies for quantum mechanics and a lack of research into which strategies promote understanding. This article underlines the need for more empirical research into student difficulties, teaching strategies, activities, and research tools intended for a conceptual approach for quantum mechanics. DA - 2017/02/17/ PY - 2017 DO - 10.1103/PhysRevPhysEducRes.13.010109 DP - APS VL - 13 IS - 1 SP - 010109 J2 - Phys. Rev. Phys. Educ. Res. UR - https://link.aps.org/doi/10.1103/PhysRevPhysEducRes.13.010109 Y2 - 2023/09/25/12:04:39 L1 - https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.13.010109 L2 - https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.13.010109 ER - TY - JOUR TI - Co-word maps and topic modeling: A comparison using small and medium-sized corpora (N < 1,000) AU - Leydesdorff, Loet AU - Nerghes, Adina T2 - Journal of the Association for Information Science and Technology AB - Induced by “big data,” “topic modeling” has become an attractive alternative to mapping co-words in terms of co-occurrences and co-absences using network techniques. Does topic modeling provide an alternative for co-word mapping in research practices using moderately sized document collections? We return to the word/document matrix using first a single text with a strong argument (“The Leiden Manifesto”) and then upscale to a sample of moderate size (n = 687) to study the pros and cons of the two approaches in terms of the resulting possibilities for making semantic maps that can serve an argument. The results from co-word mapping (using two different routines) versus topic modeling are significantly uncorrelated. Whereas components in the co-word maps can easily be designated, the topic models provide sets of words that are very differently organized. In these samples, the topic models seem to reveal similarities other than semantic ones (e.g., linguistic ones). In other words, topic modeling does not replace co-word mapping in small and medium-sized sets; but the paper leaves open the possibility that topic modeling would work well for the semantic mapping of large sets. DA - 2017/// PY - 2017 DO - 10.1002/asi.23740 DP - Wiley Online Library VL - 68 IS - 4 SP - 1024 EP - 1035 LA - en SN - 2330-1643 ST - Co-word maps and topic modeling UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/asi.23740 Y2 - 2023/09/25/12:05:15 L1 - https://arxiv.org/pdf/1511.03020 L2 - https://asistdl.onlinelibrary.wiley.com/doi/abs/10.1002/asi.23740 ER - TY - JOUR TI - The semantic mapping of words and co-words in contexts AU - Leydesdorff, Loet AU - Welbers, Kasper T2 - Journal of Informetrics AB - Meaning can be generated when information is related at a systemic level. Such a system can be an observer, but also a discourse, for example, operationalized as a set of documents. The measurement of semantics as similarity in patterns (correlations) and latent variables (factor analysis) has been enhanced by computer techniques and the use of statistics; for example, in “latent semantic analysis”. This communication provides an introduction, an example, pointers to relevant software, and summarizes the choices that can be made by the analyst. Visualization (“semantic mapping”) is thus made more accessible. DA - 2011/07/01/ PY - 2011 DO - 10.1016/j.joi.2011.01.008 DP - ScienceDirect VL - 5 IS - 3 SP - 469 EP - 475 J2 - Journal of Informetrics SN - 1751-1577 UR - https://www.sciencedirect.com/science/article/pii/S1751157711000095 Y2 - 2023/09/25/12:05:47 L1 - https://arxiv.org/pdf/1011.5209 L2 - https://www.sciencedirect.com/science/article/abs/pii/S1751157711000095 KW - Document KW - Latent KW - Map KW - Meaning KW - Semantic KW - Text KW - Word ER - TY - JOUR TI - Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education AU - Fischer, Frank AU - Kollar, Ingo AU - Ufer, Stefan AU - Sodian, Beate AU - Hussmann, Heinrich AU - Pekrun, Reinhard AU - Neuhaus, Birgit AU - Dorner, Birgit AU - Pankofer, Sabine AU - Fischer, Martin AU - Strijbos, Jan-Willem AU - Heene, Moritz AU - Eberle, Julia T2 - Frontline Learning Research AB - Scientific reasoning and scientific argumentation are highly valued outcomes of K-12 and higher education. In this article, we first review main topics and key findings of three different strands of research, namely research on the development of scientific reasoning, research on scientific argumentation, and research on approaches to support scientific reasoning and argumentation. Building on these findings, we outline current research deficits and address five aspects that exemplify where and how research on scientific reasoning and argumentation needs to be expanded. In particular, we suggest to ground future research in a conceptual framework with three epistemic modes (advancing theory building about natural and social phenomena, artefact-centred scientific reasoning, and science-based reasoning in practice) and eight epistemic activities (problem identification, questioning, hypothesis generation, construction and redesign of artefacts, evidence generation, evidence evaluation, drawing conclusions as well as communicating and scrutinizing scientific reasoning and its results). We further propose addressing the domain specificities and domain generalities of scientific reasoning and argumentation as well as approaches for facilitation. Finally, we argue for investigating the role of epistemic emotions, the role of the social context, and the influence of digital technologies on scientific reasoning and argumentation. DA - 2014/// PY - 2014 DP - ERIC VL - 2 IS - 3 SP - 28 EP - 45 LA - en ST - Scientific Reasoning and Argumentation UR - https://eric.ed.gov/?id=EJ1090940 Y2 - 2023/09/25/12:28:34 L1 - http://files.eric.ed.gov/fulltext/EJ1090940.pdf KW - Epistemology KW - Evidence KW - Hypothesis Testing KW - Identification KW - Influence of Technology KW - Information Dissemination KW - Logical Thinking KW - Peer Evaluation KW - Persuasive Discourse KW - Problem Solving KW - Psychological Patterns KW - Questioning Techniques KW - Science Activities KW - Science Process Skills KW - Scientific Methodology KW - Social Environment ER - TY - JOUR TI - Analysing argumentation episodes: A case study from physics teacher education AU - Nousiainen, Maija AU - Vuola, Karoliina T2 - FMSERA Journal DA - accepted to be published PY - accepted to be published DP - Helsingin yliopisto SN - 2490-158X ST - Analysing argumentation episodes ER - TY - JOUR TI - Investigating students' mental models about the quantization of light, energy, and angular momentum AU - Didiş, Nilüfer AU - Eryılmaz, Ali AU - Erkoç, Şakir T2 - Physical Review Special Topics - Physics Education Research AB - This paper is the first part of a multiphase study examining students’ mental models about the quantization of physical observables—light, energy, and angular momentum. Thirty-one second-year physics and physics education college students who were taking a modern physics course participated in the study. The qualitative analysis of data revealed six variations in students’ mental models about the quantization of physical observables: scientific model, primitive scientific model, shredding model, alternating model, integrative model, and evolution model. These models were determined to be context dependent. In addition, some students are in a mixed-model state where they use multiple mental models in explaining a phenomenon and use these models inconsistently. DA - 2014/11/18/ PY - 2014 DO - 10.1103/PhysRevSTPER.10.020127 DP - APS VL - 10 IS - 2 SP - 020127 J2 - Phys. Rev. ST Phys. Educ. Res. UR - https://link.aps.org/doi/10.1103/PhysRevSTPER.10.020127 Y2 - 2023/09/26/07:21:03 L1 - https://journals.aps.org/prper/pdf/10.1103/PhysRevSTPER.10.020127 L2 - https://journals.aps.org/prper/abstract/10.1103/PhysRevSTPER.10.020127 ER -