Investigating high school and pre-high school teachers’ perceptions and experiences introducing quantum concepts: a survey of QuanTime and other quantum-related activities

IF 5.6 2区 物理与天体物理 Q1 OPTICS
Apekshya Ghimire, Jaya Shivangani Kashyap, Emily Edwards, Diana Franklin, Chandralekha Singh
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Abstract

This study investigates the experiences of pre-high and high school teachers in implementing QuanTime and other quantum-related activities aiming to promote quantum literacy and introduce foundational quantum concepts to K-12 students. The ultimate goal is to help prepare a diverse future workforce in quantum information science and technology (QIST). Teachers were divided into two groups: pre-high school (grades 4-8) and high school (grades 9-12). We used a survey featuring 12 Likert-scale questions and 14 open-ended responses to assess teachers’ perceptions, engagement, and feedback about engaging in QuanTime and other quantum-related activities. Approximately two-thirds of the teachers responding to the survey implemented QuanTime activities in their classes. High school teachers who responded to the survey were most likely to use activities like Wave-Particle Duality and Electron Transitions while pre-high school teachers showed a strong interest in Art & Polarization. Open-ended feedback highlighted the ease of integrating these activities into existing curricula and the minimal preparation required, making them accessible for educators. The positive reception across both groups indicates that QuanTime and other quantum-related activities are valuable tools for early-age quantum education. By engaging students with quantum concepts from a young age, these activities have the potential to spark interest, which may contribute to their future engagement over time. It can inspire a diverse group of students and has the potential to get them interested in future opportunities in the growing field of QIST.

调查高中和学前教师对引入量子概念的感知和经验:对QuanTime和其他量子相关活动的调查
本研究调查了初高中教师实施量子时间和其他量子相关活动的经验,这些活动旨在促进K-12学生的量子素养,并向他们介绍基本的量子概念。最终目标是帮助培养量子信息科学与技术(QIST)领域多样化的未来劳动力。教师被分为两组:学前(4-8年级)和高中(9-12年级)。我们使用了一项包含12个李克特量表问题和14个开放式回答的调查,以评估教师对参与QuanTime和其他量子相关活动的感知、参与和反馈。大约三分之二的受访教师在他们的课堂上实施了QuanTime活动。接受调查的高中教师最有可能使用波粒二象性和电子跃迁等活动,而学前教师对艺术和极化表现出浓厚的兴趣。开放式反馈强调了将这些活动纳入现有课程的便便性和所需的最少准备工作,使教育工作者能够利用这些活动。两组的积极接受表明,QuanTime和其他与量子相关的活动是早期量子教育的宝贵工具。通过让学生从小接触量子概念,这些活动有可能激发兴趣,这可能有助于他们未来的参与。它可以激励不同的学生群体,并有可能让他们对QIST不断发展的领域的未来机会感兴趣。
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来源期刊
EPJ Quantum Technology
EPJ Quantum Technology Physics and Astronomy-Atomic and Molecular Physics, and Optics
CiteScore
7.70
自引率
7.50%
发文量
28
审稿时长
71 days
期刊介绍: Driven by advances in technology and experimental capability, the last decade has seen the emergence of quantum technology: a new praxis for controlling the quantum world. It is now possible to engineer complex, multi-component systems that merge the once distinct fields of quantum optics and condensed matter physics. EPJ Quantum Technology covers theoretical and experimental advances in subjects including but not limited to the following: Quantum measurement, metrology and lithography Quantum complex systems, networks and cellular automata Quantum electromechanical systems Quantum optomechanical systems Quantum machines, engineering and nanorobotics Quantum control theory Quantum information, communication and computation Quantum thermodynamics Quantum metamaterials The effect of Casimir forces on micro- and nano-electromechanical systems Quantum biology Quantum sensing Hybrid quantum systems Quantum simulations.
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