  Prior research has demonstrated how the realist perspectives of classical
physics students can translate into specific beliefs about quantum phenomena
when taking an introductory modern physics course. Student beliefs regarding
the interpretation of quantum mechanics often vary by context, and are most
often in alignment with instructional goals in topic areas where instructors
are explicit in promoting a particular perspective. Moreover, students are more
likely to maintain realist perspectives in topic areas where instructors are
less explicit in addressing interpretive themes, thereby making such issues
part of a hidden curriculum. We discuss various approaches to addressing
student perspectives and interpretive themes in a modern physics course, and
explore the associated impacts on student thinking.
