We present the development and validation of a construct map addressing introductory quantum mechanics topics at high school level, as a subset of a larger learning progression on quantum mechanics. Topics include energy quantization, photon absorption and emission, Heisenberg uncertainty principle, atom stability, orbitals, wave function, and electronic properties of materials. To validate the hypothesized construct map, we designed a multiple-choice questionnaire and a 14-hour teaching-learning sequence (TLS) designed in strict relation with the levels of the construct map. Twenty-three classes of Italian students (17-18 years, N = 408) were involved in the study: about half (N = 200) were exposed to the TLS, while N = 208 students received a typical textbook instruction on the same topics targeted by the construct map. Data were analyzed using a 1d Rasch model. Results show that the proposed construct map consistently describes the increasing abilities of students when exposed to instruction. In particular, when exposed to the TLS activities, students more likely move towards the upper levels of the construct map. Findings have implications for instruction designed to support students learning in quantum mechanics at high school level.

中文翻译：

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绘制构造图以描述学生关于量子力学入门的推理

我们介绍了高中阶段解决入门量子力学主题的构建图的开发和验证，作为量子力学上较大的学习进展的子集。主题包括能量量化，光子吸收和发射，海森堡不确定性原理，原子稳定性，轨道，波函数和材料的电子性质。为了验证假设的构建图，我们设计了一个选择问卷和一个14小时的教学序列（TLS），严格按照构建图的级别进行设计。这项研究涉及23个班级的意大利学生（17-18岁，N = 408）：大约一半（N = 200）接受了TLS培训，而N = 208名学生接受了有关相同主题的典型教科书教学构造图定位的目标。使用1d Rasch模型分析数据。结果表明，所提出的构造图一致地描述了学生在接受指导时不断提高的能力。特别是，在参加TLS活动时，学生更有可能朝着构造图的更高层次发展。研究结果对旨在支持学生高中阶段量子力学学习的教学产生了影响。