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The purpose of this study was to analyse Italian high school and university students’ attitudes towards physics using the Semiotic Cultural Psychological Theory (SCPT). In the SCPT framework, attitudes represent how individuals interpret their experience through the mediation ofgeneralized meaningwith which they are identified. A view-of-physics questionnaire was used as an instrument to collect data with 1603 high school and university students. Data were analysed through multiple correspondence analysis and cluster analysis. We identified fourgeneralized meaningsof physics: (a) interesting and important for society; (b) a quite interesting, but badly taught subject at school and not completely useful for society; (c) difficult to study and irrelevant for society; and (d) a fascinating and protective niche from society. The identified generalized meanings are significantly correlated to the choice to study physics at undergraduate level and to the choice of attending physics-related activities in high school. Implications for research are discussed.

We report the study of anatase TiO2(001)-oriented thin films grown by pulsed laser deposition on LaAlO3(001). A combination of in situ and ex situ methods has been used to address both the origin of the Ti(3+)-localized states and their relationship with the structural and electronic properties on the surface and the subsurface. Localized in-gap states are analyzed using resonant X-ray photoelectron spectroscopy and are related to the Ti(3+) electronic configuration, homogeneously distributed over the entire film thickness. We find that an increase in the oxygen pressure corresponds to an increase in Ti(3+) only in a well-defined range of deposition pressure; outside this range, Ti(3+) and the strength of the in-gap states are reduced.

We present the development and validation of a construct map addressing introductory quantum mechanics topics at the high school level, as a subset of a larger learning progression on quantum mechanics. Topics include energy quantization, photon absorption and emission, the 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-h teaching-learning sequence (TLS) designed in strict relation with the levels of the construct map. Twenty-three classes of Italian students (ages 17–18, 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 the high school level.

Students’ ability to assess their own knowledge is an important skill in science education. However, students often overestimate their actual performances. In such cases, overconfidence bias arises. Previous studies in physics education have shown that overconfidence bias concerns mainly content areas, such as Newtonian mechanics, where misconceptions are strongly held by students. However, how the received instruction and the levels of understanding of a given topic influence overconfidence bias is yet to be proved. In this paper, we address this issue choosing as content area introductory quantum mechanics (QM). Overall, 408 high school students were involved in the study and randomly assigned to two experimental groups. One group received a textbook-based instruction about introductory QM, whereas the other one received instruction on the same topics through an innovative guided inquiry teaching-learning sequence (TLS), which included also potential pedagogical countermeasures for overconfidence bias. Students of both experimental groups completed a multiple-choice questionnaire and indicated for each item the degree of their confidence in the given answer using a 5-point Likert scale. The overconfidence bias was quantitatively defined and evaluated at person level using a 1D Rasch model. Progress in knowledge about the targeted topics was modeled according to a construct map validated in a previous paper. Results show that, for the whole sample, the overconfidence bias decreased as students progressed along the levels of the construct map. However, findings indicate that students of the TLS group achieved a significantly higher accuracy and a better confidence calibration, while the textbook group exhibited a lower performance and a significantly greater overconfidence bias. Implications for research into overconfidence bias in physics education are briefly discussed.

We present the design, statistical analysis, and validation of a questionnaire to assess students’ knowledge about basic aspects of quantum mechanics (QM). The QM evaluation (QME) is a true-false and multiple-choice mixed questionnaire that features 10 two-tier items spanning three relevant themes in quantum mechanics: wave behavior of matter, measurement, and atoms and electrons behavior. Its validity was assessed through a pilot administration to students and interviews with course instructors. We checked its internal consistency using both classic test theory and Rasch analysis to account for the different difficulty of each tier and for different scoring methods of the items. The questionnaire was administered to about 450 undergraduate physics students and high school physics teachers. Data show that it is a reliable instrument and all items have a good discriminatory power. Since the test does not require an advanced mathematical knowledge, it ideally lends itself to probe students’ knowledge about quantum mechanics in a variety of university courses, from the introductory ones to those more formal and mathematically oriented.

We report an empirical study on the development and validation of a learning progression (LP) in quantum mechanics (QM) at university level. Drawing on research results about students’ reasoning in QM, we designed a hypothetical LP (HLP) consisting of three Big Ideas: Measurement, A toms and Electrons, Wave function. We then developed ten Ordered-Multiple-Choice (OMC) items to assess the construct validity and hierarchy of HLP levels. We administered the questionnaire to 244 students attending the Bachelor in Physics, divided into three groups under different instruction conditions: no course, introductory course, introductory and upper-level course. An additional group of 43 non-physics students, who attended an introductory QM course, was also involved to inspect the role of physics background knowledge . We used exploratory factor analysis and Rasch analysis to analyse collected data. The results provided evidence for the revision of the HLP around only two Big Ideas – Atomic description and measurement; Wave function and its properties in the measurement process – which roughly match the topics covered in the introductory and upper-level courses, respectively. However, the hierarchy of hypothesised levels was substantially confirmed. Implications of our findings for the teaching of QM, and the improvement of the revised LP are also discussed.

In questo articolo riportiamo i risultati di uno studio sulla preparazione in fisica di 2861 studenti al termine degli studi secondari basato sull’analisi di Rasch di due test standardizzati. A tale proposito, l’articolo propone anche una introduzione generale a questo tipo di analisi. I risultati mostrano che gli studenti al termine del ciclo secondario di studi hanno notevoli difficolt`a in tutte le aree della fisica generale. Le implicazioni di questi risultati alla luce delle recenti riforme scolastiche sono brevemente discusse.

The indirect effect of oxygen background gas on the La/Al ratio during the growth of LaAlO3 (LAO) films by pulsed laser deposition (PLD) is analyzed, in a pressure range between 10^-3 and 10^-1 mbar. We resort to two complementary investigation methods: Rutherford backscattering spectroscopy and spectrally resolved, time-gated imaging of the laser plume. The first technique allows us to analyze the stoichiometry of the deposited films, and the latter allows us to analyze the plume expansion phase of the PLD process by collecting chemically resolved two-dimensional images of the relevant atomic/molecular species. The comparison between the results obtained by the two techniques allows us to highlight the role of the plume-gas interaction in affecting cations stoichiometry. Our results indicate that, in the considered pressure range, the background oxygen pressure affects the cations stoichiometry of the LAO films, besides determining their oxygen content.

The time-resolved photoconductance of amorphous and crystalline LaAlO$_3$/SrTiO$_3$ interfaces, both hosting an interfacial 2-dimensional electron gas, is investigated under irradiation by variable-wavelengths, visible or ultraviolet photons. Unlike bare SrTiO$_3$ single crystals, showing relatively small photoconductance effects, both kinds of interfaces exhibit an intense and highly persistent photoconductance with extraordinarily long characteristic times. The temporal behaviour of the extra photoinduced conductance persisting after light irradiation shows a complex dependence on interface type (whether amorphous or crystalline), sample history and irradiation wavelength. \textcolor{black}{The experimental results indicate that different mechanisms of photoexcitation are responsible for the photoconductance of crystalline and amorphous LaAlO$_3$/SrTiO$_3$ interfaces under visible light. We propose that the response of crystalline samples is mainly due to the promotion of electrons from the valence bands of both SrTiO$_3$ and LaAlO$_3$. This second channel is less relevant in amorphous LaAlO$_3$/SrTiO$_3$, where the higher density of point defects plays instead a major role., 8 pages, 5 figures, 3 tables, accepted on Scientific Reports 2015

The plume expansion dynamics strongly affects the growth and the chemistry of pulsed laser deposited thin films. The interaction with the background gas determines the kinetic energy of the species impinging on the substrate, their angular broadening, the plasma chemistry, and eventually the cations stoichiometric ratio in oxide films. Here, we exploit two-dimensional, spectrally resolved plume imaging to characterize the diverse effects of the oxygen background pressure on the expansion dynamics of La, Ga, and LaO species during pulsed laser deposition of LaGaO3. The propagation of the ablated species towards the substrate is studied for background oxygen pressures ranging from high vacuum up to ≈10−1 mbar. Our experimental results show specie-dependent effects of the background gas on the angular distribution of the precursors within the plume. These findings suggest that even in the presence of a stoichiometric ablation and of a globally stoichiometric plume, cations off-stoichiometry can take place in the forefront portion of the plume impinging on the substrate. We show that such effect can be compensated by a proper choice of process parameters.