Determining and remedying of secondary school students conceptual difficulties on introductory quantum physics concepts

In the study, it was aimed to investigate the reasons for the difficulties experienced by secondary education students in quantum physics introductory subjects, and to examine the effects of Predict-Observe-Explain (POE), simulation, and a comic book-supported 5E learning model on students' academic success and conceptual understanding. Black body radiation, photoelectric effect, Compton scattering, dual nature of light, and matter waves were determined to be introductory quantum physics topics. These topics are gathered under the titles of quantum beginning, quantum theory of light, and matter waves. A four-stage Quantum Physics Conceptual Understanding Test (QPCUT) was developed, and validity and reliability studies were conducted. The experimental group of 45 senior students from an Anatolian high school and the control group of 40 senior students from another school in the Van were selected. The POE, simulation, and comic book-supported 5E learning model was applied in the experimental group. The comics were developed by the researcher. In addition to QPCUT, interviews were conducted with students in the experimental group. At the conclusion, the students in the control group had a low level of conceptual understanding of quantum physics, whereas the experimental group had a moderate level. It has been determined that the difficulties experienced by the students in understanding quantum physics stem from a lack of knowledge and misconceptions in classical physics. It was determined that the teaching model applied to the experimental group significantly increased both academic achievement and conceptual understanding compared to the control group. Suggestions were made considering the findings obtained. Keywords: quantum physics, POE, simulation, comic book, 5E learning model, secondary education students