(description from amazon.de:)

This study explores the stability of the knowledge gained during lower secondary science instruction. This implies to elicit the conceptions resulting from science education and to study the restructuring processes afterwards. Two groups of students (10 students each) had been distinguished by their learning behaviour during science instruction. They were investigated in a pre-post design over the period of one year using in-depth interviews and questionnaires.

The learning of modern physics is made more difficult for students because teaching often uses semi-classical models (e.g. Bohr) and concepts (e.g. dualism). An introduction to quantum physics was designed which omits all analogies to classical physics.
In the evaluation of the teaching unit, students' conceptions were recorded both at the beginning and the end of the teaching. Students in the test groups dispensed with visualized conceptions and reached an understanding which is more suitable to modern physics.

In Learning quantum mechanics, Fischler and Lichtfeldt report on a learning study, which combines an empirical study with a large student population from eleven courses with case studies of single students. In this paper they present an analysis of the development of 'dynamic networks of ideas' of two students, who are each given a different treatment during the course. The authors discuss the networks of ideas of

Consequences for teaching physics at upper school grades were drawn. An introduction to quantum physics was designed which omits all analogies to classical physics. In the evaluation of the teaching unit, students' conceptions were recorded both at the beginning and the end of the teaching. Students in the test groups dispensed with visualized conceptions and reached an understanding which is more suitable to modern physics.