TY - JOUR
T1 - The core of secondary level quantum education
T2 - a multi-stakeholder perspective
AU - Merzel, Avraham
AU - Bitzenbauer, Philipp
AU - Krijtenburg-Lewerissa, Kim
AU - Stadermann, Kirsten
AU - Andreotti, Erica
AU - Anttila, Daria
AU - Bondani, Maria
AU - Chiofalo, Maria Luisa
AU - Faletič, Sergej
AU - Frans, Renaat
AU - Goorney, Simon
AU - Greinert, Franziska
AU - Jurčić, Leon
AU - Koupilová, Zdeňka
AU - Malgieri, Massimiliano
AU - Müller, Rainer
AU - Onorato, Pasquale
AU - Pospiech, Gesche
AU - Ubben, Malte
AU - Woitzik, Andreas
AU - Pol, Henk
N1 - Publisher Copyright:
© The Author(s) 2024.
PY - 2024/12
Y1 - 2024/12
N2 - Quantum physics (QP) education at the secondary school level is still in its infancy. Not only is there ongoing discussion about how to teach this subject, but there is also a lack of coherence in the selection of concepts to be taught, both across countries and over time. To contribute to this discussion, we investigated the perspectives of N=39 high school teachers, university-level physics educators, and physics education researchers regarding the essential concepts in QP and the corresponding illustrations that should be introduced at the secondary school level. We examined the prominence of different key concepts and illustrations, as well as the level of consensus among the various professional groups. Our analysis revealed that certain key concepts are universally valued across all professional groups, while others are specific to particular groups. Additionally, we explored the relationships between these key concepts and their corresponding illustrations. Overall, our study offers valuable insights into the perspectives of different stakeholders, emphasizing the essential concepts and visualizations that should be considered when designing and implementing the teaching of QP at the secondary school level.
AB - Quantum physics (QP) education at the secondary school level is still in its infancy. Not only is there ongoing discussion about how to teach this subject, but there is also a lack of coherence in the selection of concepts to be taught, both across countries and over time. To contribute to this discussion, we investigated the perspectives of N=39 high school teachers, university-level physics educators, and physics education researchers regarding the essential concepts in QP and the corresponding illustrations that should be introduced at the secondary school level. We examined the prominence of different key concepts and illustrations, as well as the level of consensus among the various professional groups. Our analysis revealed that certain key concepts are universally valued across all professional groups, while others are specific to particular groups. Additionally, we explored the relationships between these key concepts and their corresponding illustrations. Overall, our study offers valuable insights into the perspectives of different stakeholders, emphasizing the essential concepts and visualizations that should be considered when designing and implementing the teaching of QP at the secondary school level.
KW - Consensus
KW - Profession group
KW - Quantum physics
KW - Secondary school level
KW - Teaching
UR - http://www.scopus.com/inward/record.url?scp=85201310295&partnerID=8YFLogxK
U2 - 10.1140/epjqt/s40507-024-00237-x
DO - 10.1140/epjqt/s40507-024-00237-x
M3 - Journal article
AN - SCOPUS:85201310295
SN - 2662-4400
VL - 11
JO - EPJ Quantum Technology
JF - EPJ Quantum Technology
IS - 1
M1 - 27
ER -