Broadly speaking, many physicists value intuition in their work, and many instructors hope their students develop intuition (while possibly being wary of their initial, unrefined intuitions). These considerations are especially relevant in quantum mechanics, a subject many see as counterintuitive because it is removed from classical everyday experience. Do students consider quantum mechanics intuitive, how does this affect their approach to the subject, and what does "intuitive" mean to them? We investigate these questions through a mixed-methods approach within the context of one upper-division quantum mechanics class at an R1 university. We find that most students in this population expect to have little intuition for quantum mechanics, so many consider it more unintuitive than counterintuitive. We also find that students use the word intuitive to refer to a number of distinct ideas. Overall, students have a diverse set of perspectives on intuition and its role in studying quantum mechanics. This study lays groundwork for additional research into students' views on intuition in physics and informs how we can address intuition as educators. Quantum instructors should be aware of their students' perspectives on intuition, and can integrate the different ways students perceive intuition into their lessons.Received 23 August 2022Accepted 12 January 2023Corrected 15 March 2023DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.010109Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasEpistemology, attitudes, & beliefsPhysics Education Research

Giaco Corsiglia

Steven Pollock

Gina Passante

Physical Review Physics Education Research

PRPER 涵盖从小学到研究生教育的所有教育水平。接受实验和理论物理教育研究的所有主题，包括但不限于：教育政策教学策略和材料开发研究方法认识论、态度和信念学习环境科学推理和问题解决多样性和包容性学习理论学生参与教师和教师专业发展

Physical Review Physics Education Research covers all levels of education from elementary to graduate school. It accepts both experimental and theoretical research in physics education on a wide range of topics, including but not limited to: educational policy, teaching strategies and materials development, research methods, epistemology, attitudes and beliefs, learning environments, scientific reasoning and problem solving, diversity and inclusion, learning theories, student engagement, and teacher professional development.

《Physical Review Physics Education Research》涵盖从小学到研究生教育的各个层次。该期刊接受与物理教育相关的实验和理论研究，主题包括但不限于：教育政策、教学策略与材料开发、研究方法、认识论、态度与信念、学习环境、科学推理与问题解决、多样性与包容性、学习理论、学生参与以及教师专业发展。

Category	Quartile
教育学	2
教育学, 教育学和教育研究	3
教育学, 学科教育	3

Intuition in quantum mechanics: Student perspectives and expectations

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EDUCATION, SCIENTIFIC DISCIPLINES	1