The Pedagogical Power of Quantum Metaphors: Rethinking the Student as a Contextual Being

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dc.contributor.authorAksakalli, Ayhan
dc.date.accessioned2026-02-28T11:57:48Z
dc.date.available2026-02-28T11:57:48Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractThis study examines how quantum metaphors such as wave-particle duality, observer effect, uncertainty principle, and superposition reframe the ontology of the learner in educational contexts. Using interpretative phenomenological analysis, the research explores how fifteen undergraduate physics students perceive their learning experiences through these metaphors. Findings reveal that learners do not possess fixed, measurable identities. Instead, they emerge as fluid, relational beings whose subjectivities are continuously shaped by contextual interactions. Wave-particle duality highlights the fragile multiplicity of student identity, while the observer effect shows how pedagogical environments reconstruct self-perception through observation. The uncertainty principle reflects students' epistemological disorientation and ontological instability, and superposition reveals the coexistence of conflicting roles and desires. The study critiques traditional assessment practices that reduce learners to standardized outcomes, advocating for formative and process-centered evaluations that acknowledge complexity and becoming. Through the notion of quantum pedagogy, the research proposes a dynamic, observer-dependent understanding of learner subjectivity. Ultimately, quantum metaphors are positioned not merely as explanatory devices but as critical tools for reimagining pedagogical existence, offering a framework attuned to the complexities of contemporary education.
dc.identifier.doi10.17556/erziefd.1700221
dc.identifier.endpage408
dc.identifier.issn2148-7510
dc.identifier.issn2148-7758
dc.identifier.issue3
dc.identifier.startpage395
dc.identifier.trdizinid1360985
dc.identifier.urihttps://doi.org/10.17556/erziefd.1700221
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1360985
dc.identifier.urihttps://hdl.handle.net/20.500.12403/5219
dc.identifier.volume27
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofErzincan Üniversitesi Eğitim Fakültesi Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_TR-Dizin_20260218
dc.subjectContextual learning
dc.subjecteducational ontology
dc.subjectpedagogical subjectivity
dc.subjectquantum metaphors
dc.subjectstudent identity
dc.titleThe Pedagogical Power of Quantum Metaphors: Rethinking the Student as a Contextual Being
dc.typeArticle

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