Ontological Flexibility and the Learning of Quantum Mechanics
  One area of physics education research has focused on the nature of ontologies (mental categorizations of concepts, substances and processes), and how they might be used to gain insight into student thinking when learning classical physics. There has been some debate about whether student and expert ontologies in classical contexts should be thought of as stable cognitive structures or dynamic cognitive processes, and what implications these different perspectives have for instruction. We extend this discussion of ontologies and their role in learning and cognition to the context of quantum physics, by first considering various types of epistemological and ontological commitments exhibited by experts in their descriptions of quantum phenomena. Excerpts from student interviews and responses to survey questions are used to demonstrate the contextual nature of students' quantum ontologies, which can be best understood within a resources framework. Instructional implications are discussed, including a brief description of a modern physics curriculum designed to explicitly attend to student ontologies. 
Charles Baily and Noah D. Finkelstein
physics.ed-ph