Exploring the Challenges with Quantum Mechanics: Curriculum Alignment, Systematic Literature Review, and a Phenomenographical Investigation on Students' Interactions with Quantum Models
Abstract
Physical chemistry is a course infamous among students for its difficulty, which stems from its discussion of abstract concepts - especially quantum mechanics - and its reliance on mathematics to model and predict phenomena. To this end, this dissertation focuses on three broad aims: (1) analyzing the content alignment between the undergraduate chemistry curriculum and first-year calculus coursework by comparing the calculus content framework with the American Chemical Society Examination Institute’s anchoring chemistry concept map, (2) systematically reviewing the research on quantum mechanics in chemistry education, and (3) investigating chemistry graduate students’ experiences of problem-solving with the particle-in-a-box model using phenomenography. Taken together, this dissertation provides a snapshot of the current state of physical chemistry instruction: its calculus-laden topics, the research on the learning of these concepts, and graduate students’ engagement with the material. While the teaching of physical chemistry has come far, we point to the need for further change in these courses to better support students with learning this content.
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