Diapositive 1

1
Diversity Framework in Physics Teaching Study
Case of Quantum Mechanics Course
Liviu Bilteanu(1)(2)(3) and Agustin Palacios
Laloy (1)(2)(4) (1) European Physics Students
Initiative, Athens) GR (2) CEA Saclay, FR,
(3) Université Paris XI Paris Sud, Orsay FR
(4) Université Paris VI Marie et Pierre Curie,
Paris FR
Summary
In latest years many efforts have been made to
 define  the Physics degree by taking into
account the local traditions in teaching Physics
Tuning. Later, within the STEPS and, further
STEPS TWO projects by the EUPEN Thematic Network
important work has been done towards the creation
benchmarks for the first cycle of Physics
university studies. Starting from a comparative
analysis of three teaching  traditions  in
three universities from three different EU
countries, this work attempts to propose a
pattern knowledge organization and accompanying
learning, teaching and evaluation methodologies.
The chosen course is the  Quantum Mechanics 
one and the three chosen countries where the
authors experience personally these
 traditions  namely, France, Spain and Romania.
We have analyzed the course content, the
teaching, learning and evaluation methodologies
and we expressed the opinion of our fellows
students regarding the advantages and
disadvantages of these practices.
Three Examples of Quantum Mechanics Courses
Proposal
Comments

• In terms of content the QM courses that we have
  are quite similar and they cover the rudiments of
  quantum mechanics.
• In terms of teaching techniques all the courses
  are based mainly on class lectures with some
  integrated (ES) or separated (FR, RO) problem
  lectures.
• The main learning technique is the problem
  solving most of the time by show-how method
  during the classes and, rarely (RO) by assigning
  home problem-sets.
• The evaluation method is either an extensive
  final written exam (FR, RO) or written essays
  about an experiment (ES). These two methods are
  two extremes and build only one competence
  computational capacity and documentation,
  respectively.

Further Work

• An analysis of a greater number of courses
  (mainly those that are online).
• An attempt to define the content of a model
  Quantum Mechanics course.