Learning goals in upper secondary quantum physics: Norwegian teachers’ perspectives

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3A10501135" target="_blank" >RIV/00216208:11320/25:10501135 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=yYIrjaOWHG" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=yYIrjaOWHG</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1088/1361-6552/ade259" target="_blank" >10.1088/1361-6552/ade259</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Learning goals in upper secondary quantum physics: Norwegian teachers’ perspectives

Popis výsledku v původním jazyce

Quantum physics (QP) is an important part of physics education, especially with the current developments in quantum technology. As upper-secondary curricula often allow teachers great freedom in deciding what to focus on, this study explores teachers’ choices of learning goals in QP in upper-secondary schools in Norway, and their underlying motivations. We collected data from teachers via an electronic questionnaire (N = 30) and individual interviews (N = 4). The analysis shows that teachers’ choices of learning goals in QP centred around three themes: Basic principles of QP, Phenomena and experiments, and Philosophical aspects, and the first two received significantly more attention. Teachers largely focused on traditional topics like wave-particle duality and key experiments, while under emphasising the probabilistic nature of measurement, superposition and entanglement, which are necessary for understanding quantum technologies. Teachers’ choices were largely influenced by the national exam and the perceived teachability of individual topics. To enhance quantum literacy, the study calls for innovative approaches to teaching QP emphasising its underlying principles over traditional paradigms.

Název v anglickém jazyce

Learning goals in upper secondary quantum physics: Norwegian teachers’ perspectives

Popis výsledku anglicky

Quantum physics (QP) is an important part of physics education, especially with the current developments in quantum technology. As upper-secondary curricula often allow teachers great freedom in deciding what to focus on, this study explores teachers’ choices of learning goals in QP in upper-secondary schools in Norway, and their underlying motivations. We collected data from teachers via an electronic questionnaire (N = 30) and individual interviews (N = 4). The analysis shows that teachers’ choices of learning goals in QP centred around three themes: Basic principles of QP, Phenomena and experiments, and Philosophical aspects, and the first two received significantly more attention. Teachers largely focused on traditional topics like wave-particle duality and key experiments, while under emphasising the probabilistic nature of measurement, superposition and entanglement, which are necessary for understanding quantum technologies. Teachers’ choices were largely influenced by the national exam and the perceived teachability of individual topics. To enhance quantum literacy, the study calls for innovative approaches to teaching QP emphasising its underlying principles over traditional paradigms.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Physics Education

ISSN

0031-9120

e-ISSN

1361-6552

Svazek periodika

60

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

7

Strana od-do

5030

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-105009156219