In the last years a growing research concern, within physics education, has been addressed to the production of teaching proposals for introducing notions of quantum field theories (QFT) at the secondary school level. The proposals are usually the result of the effort of translating the most widespread approach to QFT in university textbooks, “canonical quantization”, into natural language. After a discussion of the pros and cons of taking canonical quantization as reference, an alternative educational approach is presented. The approach is not yet a teaching proposal but a set of criteria needed for extracting the conceptual and cultural essence of QFT to be taught also without sophisticated formalisms.
Bertozzi E., Levrini O. (2014). AN ALTERNATIVE APPROACH TO CANONICAL QUANTIZATION FOR INTRODUCING QUANTUM FIELD THEORY: THE DOUBLE-SLIT EXPERIMENT RE-EXAMINED. n.d. : Springer International Publishing [10.1007/978-3-319-00297-2].
AN ALTERNATIVE APPROACH TO CANONICAL QUANTIZATION FOR INTRODUCING QUANTUM FIELD THEORY: THE DOUBLE-SLIT EXPERIMENT RE-EXAMINED
BERTOZZI, EUGENIO;LEVRINI, OLIVIA
2014
Abstract
In the last years a growing research concern, within physics education, has been addressed to the production of teaching proposals for introducing notions of quantum field theories (QFT) at the secondary school level. The proposals are usually the result of the effort of translating the most widespread approach to QFT in university textbooks, “canonical quantization”, into natural language. After a discussion of the pros and cons of taking canonical quantization as reference, an alternative educational approach is presented. The approach is not yet a teaching proposal but a set of criteria needed for extracting the conceptual and cultural essence of QFT to be taught also without sophisticated formalisms.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
