(description from amazon.de:)

Quantum mechanics is an area of immense importance to modern technologies and industries, covering a diverse range of applications from semiconductors and lasers to advances in nuclear medicine. Quantum mechanics is also a subject that most students have traditionally found both difficult and abstract. Despite these facts, quantum mechanics has not until recently attracted much pedagogical research and introductory courses are still taught in much the same manner as they have been for the past seventy five years.

(first paragraph from Chapter 6: Discussion, 6.1: Summary of findings:)
The relevance of the results of this study can be best expressed by presenting them in a different order from the way they were reported in Chapter 5. The results can be thought of as a description of what a student goes through when introduced to a new concept in quantum mechanics. This will give a picture that exposes the extent of the difficulties students encounter.

This review summarises and compares empirical studies on students’ depictions of quantum mechanics. A taxonomy for classifying quantum mechanics education studies is presented, in order to facilitate comparisons between studies. Results are discussed, and suggestions for future research are presented.

This thesis presents a comprehensive review of research into students’ depictions of quantum mechanics. A taxonomy to describe and compare quantum mechanics education research is presented, and this taxonomy is used to highlight the foci of prior research. A brief history of quantum mechanics education research is also presented.