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Gina Passante

About me

I joined the Physics Department at CSUF in 2015 after a post-doc at the University of Washington with the Physics Education Group. I'm originally from Winnipeg, Manitoba (Canada) and did my BSc in Physics at the local University of Winnipeg.  I was then awarded a Commonwealth scholarship to study Part III Maths at the University of Cambridge.  (This is Part III of the Mathematics Tripos.  It is roughly equivalent to a course-based masters program in North America.)  I then traveled back to Canada and did my PhD at the University of Waterloo studying quantum computing.  

Sometime during my PhD I learned that there were researchers in Physics Departments studying how people learn physics.  After reading a little bit about the field I was hooked!  It was then that I decided to transition to Physics Education Research for my postdoc.  After completing my graduate degree I moved to the University of Washington to work with (and learn from) the Physics Education Group.  Fortunately I was able to put my knowledge of quantum systems to good use as I worked to help develop Tutorials for quantum mechanics.  Please see my Research Interests to learn more about this work and what I am currently working on!  

Research Interests

My research focuses on student understand of more advanced topics in a physics degree. In particular, I am most interested in how people learn quantum mechanics. Quantum mechanics is one of the most predictively powerful theories in physics - and yet it can be very counter-intuitive as it describes the behavior of very small, isolated systems that do not act accoring to the laws of Newtonian physics. Below are a couple of the research interests that I have at the moment. All of these projects have the opportunities for undergraduate and graduate research projects. Email me at (gpassante at fullerton dot edu) if you are interested in learning more.


At the University of Washington I was part of a project to develop curricular materials that help students learn some of the most difficult concepts. These materials are called Tutorials in Physics: Quantum Mechanics. While at the University of Washington we validated the effectiveness of these materials at improving student conceptual understanding using written pre- and post-tests, as well as individual student interviews.  We are infestigating why some of the materials are very effective, while others less so by analyzing student interactions while working through the tutorials in authentic classroom settings.  

Analogies, Images, and the Classical/Quantum Connection:

It is common when teaching and learning new material to utilze images and analogies to well-understood topics or phenomena. In quantum mechanics these methods have the complication that all of the images and analogies we construct are embedded in the classical world (that open the laws of Newtonian physics). There is a need to investigate in what ways these classical analogies enhanse student learning and in what ways, if any, they hinder it.  

Combining Research-based Instructional Tools:

There are many different research groups working on different instructional tools and stragegies to improve learning in physics classes. This is also true within quantum mechancis.  I am working with other researchers to incorporate several research-based tools together into a unifed curriculum to improve student understanding.  The idea is that each tool has different strengths, and by combining them we will be able to improve student learning by more than we would have been able to with any one tool.

Math in the Quantum Classroom:

Quantum mechanics relies on mathematics to help describe the phenomena.  This math is often new and can become the most difficult part of a quantum mechanics course.  I am interested in further investigating how students are able to integrate the new mathematics and new physics together in the quantum context.