Abstract The Copenhagen interpretation allows probabilistic statements about individual quantum objects, whereas the ensemble interpretation, which is also used in school contexts, restricts probabilistic statements to ensembles and does not make such statements about individual quantum objects. This exploratory study investigated upper-secondary-school students’ responses to the Copenhagen and ensemble interpretations of a single-photon beam-splitter experiment. In particular, it examined students’ plausibility judgements, references to individual photons, and use of animistic language. Data were collected through guideline-based interviews with ten upper-secondary-school students who were introduced to either the Copenhagen or the ensemble interpretation. All five students introduced to the Copenhagen interpretation regarded it as plausible. Among the five students introduced to the ensemble interpretation, one regarded it as implausible and one reported difficulties understanding it. References to individual photons were observed in both groups, including four of the five students introduced to the ensemble interpretation. In contrast, animistic language was observed only among students introduced to the Copenhagen interpretation. The study suggests that the choice of interpretation influences students’ acceptance of explanations and their language use. In particular, the possibility of making probabilistic statements about individual quantum objects appears to be associated with students’ use of animistic language when explaining quantum-physical phenomena.
Abstract A pebble dropped into still water usually produces ripples that expand as nearly circular wavefronts. This is easy to accept for a round object, but less obvious for an irregularly shaped pebble. In this paper, a simple two-dimensional wave simulation is used to examine how an initially asymmetric disturbance evolves in a homogeneous medium. A circular reference is compared with five representative asymmetric localised disturbances using the same wave equation, numerical scheme, and boundary treatment. The simulation shows that the irregularity of the source is most visible near the beginning of the motion, while the later outward-moving wavefront becomes approximately circular. This tendency is quantified using a normalised wavefront-anisotropy measure based on the angular variation of the outer crest radius. The numerical implementation is checked against an analytical solution and through sensitivity tests. A short pre–post classroom pilot in an introductory mechanics class is also used to examine whether the simulation helps students distinguish the initial disturbance from the later propagating wavefront. The combined numerical and classroom results support the use of simulation as a simple teaching example for isotropic wave propagation.
Abstract This mixed-methods study examined the challenges and strategies for integrating the history of science (HOS) into the 5E instructional model within an exam-driven Iranian high school physics classroom. Data were collected through field observations, student worksheets, teacher reflections, and a Likert-scale questionnaire during a unit on electromagnetic induction in a Tehran girls’ school. Qualitative analysis revealed three core tensions: conflict between university entrance examination demands and inquiry-based historical pedagogy, students’ cognitive resistance to process-oriented learning, and multi-layered institutional pressures from school staff and parents. Quantitative results showed high student acceptance for short historical narratives, simple hands-on experiments, and real-life applications, but strong resistance to components requiring acceptance of scientific error, exam-style historical problem solving, and non-traditional assessment. Based on these findings, several contextualised strategies were developed and tested, including redesigning exploration and elaboration into shorter activities, embedding historical narratives within exam-style exercises, designing assignments that require reasoning paths alongside final answers, holding brief orientation sessions for parents and staff, and creating small measurable projects aligned with school objectives. The study concludes that the HOS-5E model can function effectively in exam-focused contexts when deliberately adapted to local constraints. Flexibility, not fidelity, is the key. These findings offer a replicable framework for similar high-stakes educational systems and highlight the need for more classroom-based research in non-Western, examination-driven settings.
Abstract This study examines the implementation of explicit instruction in physics-chemistry within the framework of Morocco’s pioneer middle school reform. It analyses teacher’s perceptions of its effectiveness, its effects on student learning, and the constraints that hinder its implementation. Data were collected through a questionnaire completed by 161 physics-chemistry teachers from Morocco’s regional academies of education and training. The results show a generally favourable perception of explicit instruction, with 51.6% of teachers expressing a positive view. Its perceived effectiveness varies according to students achievement levels: 70.9% of teachers consider it effective for low and average achieving students, whereas 71.0% perceive it as ineffective or neutral for high achieving students. Teachers also report concerns about students dependence on teacher guidance and reduced creativity 61.3%, autonomy 60.0%, and opportunities for inquiry-based learning 58.0%. Although 61.3% of teachers favour the use of computer simulations and 51.6% support smartphone applications, only 35.5% believe that the current implementation provides sufficient opportunities for hands on laboratory work. Overcrowded classrooms and limited instructional time also constitute significant constraints. The findings support a hybrid approach combining explicit instruction with inquiry-based learning and experimentation.
