Expert perspectives on the future of quantum physics education at the secondary level

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F25%3A10510174" target="_blank" >RIV/00216208:11320/25:10510174 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=mV0-0UfYkF" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=mV0-0UfYkF</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1103/d1yx-kfsz" target="_blank" >10.1103/d1yx-kfsz</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Expert perspectives on the future of quantum physics education at the secondary level

Popis výsledku v původním jazyce

As quantum technologies increasingly impact society and the workforce, there is a growing need to integrate quantum physics (QP) education into all levels of the curriculum, including secondary education. However, despite increasing interest, there is little consensus on which topics should be covered and to what depth. This study addresses this issue by exploring experts&apos; perspectives on the future of QP education at the secondary school level. Using an adapted Delphi method, we conducted three rounds of surveys with a diverse panel of quantum physics and physics education experts. The study aimed to identify the most appropriate QP concepts for inclusion in secondary school curricula and the instructional level at which they should be taught. The findings show strong expert support for including foundational QP topics, such as quantum interference, superposition, and quantum measurement, taught at a conceptual rather than a mathematical level. More advanced topics related to quantum technologies were widely deemed unsuitable for the secondary school. These results are consistent with existing national curricula and provide valuable insights into current perspectives on QP education, reinforcing the importance of core quantum physics concepts in secondary education. These insights lay the groundwork for further research into the future direction of quantum education and support the integration of quantum technologies into secondary school curricula.

Název v anglickém jazyce

Expert perspectives on the future of quantum physics education at the secondary level

Popis výsledku anglicky

As quantum technologies increasingly impact society and the workforce, there is a growing need to integrate quantum physics (QP) education into all levels of the curriculum, including secondary education. However, despite increasing interest, there is little consensus on which topics should be covered and to what depth. This study addresses this issue by exploring experts&apos; perspectives on the future of QP education at the secondary school level. Using an adapted Delphi method, we conducted three rounds of surveys with a diverse panel of quantum physics and physics education experts. The study aimed to identify the most appropriate QP concepts for inclusion in secondary school curricula and the instructional level at which they should be taught. The findings show strong expert support for including foundational QP topics, such as quantum interference, superposition, and quantum measurement, taught at a conceptual rather than a mathematical level. More advanced topics related to quantum technologies were widely deemed unsuitable for the secondary school. These results are consistent with existing national curricula and provide valuable insights into current perspectives on QP education, reinforcing the importance of core quantum physics concepts in secondary education. These insights lay the groundwork for further research into the future direction of quantum education and support the integration of quantum technologies into secondary school curricula.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH

ISSN

2469-9896

e-ISSN

—

Svazek periodika

21

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

14

Strana od-do

020157

Kód UT WoS článku

001649412300001

EID výsledku v databázi Scopus

—