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Our work extends a previous study of epistemological presuppositions in teaching quantum physics in upper scientific secondary school in France. Here, the problematic reference of quantum theory's concepts is treated at the ontological level (the counterintuitive nature of quantum objects). We consider the approach of using narratives describing possible alternative worlds to address the issue. These possible worlds are based on the counterfactual logic developed in the work of D. Lewis. We will show that the narratives written by G. Gamow describe such possible worlds. Some parts of these narratives are found in textbooks in France. These worlds are governed by laws similar to but importantly different from those in our real world. They allow us to materialize properties inaccessible to everyday experience. In this sense, these fiction stories make ontological propositions concerning the nature and structure of the fundamental elements of our physical universe.

One of the main problems in trying to understand quantum physics is the nature of the referent of quantum theory. This point is addressed in the official French curriculum in upper secondary school. Starting in 2012, after about 20 years of absence, quantum physics has returned to the national program. On the basis of the historical construction of quantum physics, we identify two epistemological positions with respect to this problem: The first one (close to the so-called Copenhagen school) is termed the "conservative position" and the second one (associated with the work of Bunge and Lévy-Leblond) the "innovative position". We then analyze French textbooks used by teachers, in order to reveal the implicit positions adopted. We conclude with the idea that highlighting these epistemological choices can help teachers reflect upon the historical and epistemological roots of quantum physics. Such an analysis can contribute to developing and implementing appropriate teaching sequences for quantum physics. We explore the application of these epistemological positions to Young's paradigmatic experiment using the double slits.