https://doi.org/10.1140/epjqt/s40507-024-00237-x
Research
The core of secondary level quantum education: a multi-stakeholder perspective
1
The Seymour Fox School of Education, The Hebrew University of Jerusalem, Jerusalem, Israel
2
Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany
3
Freudenthal Institute, Utrecht University, Utrecht, The Netherlands
4
University of Twente, Enschede, The Netherlands
5
University College Leuven-Limburg, Diepenbeek, Belgium
6
University of Turku, Turku, Finland
7
CNR-Institute for Photonics and Nanotechnologies, Como, Italy
8
University of Pisa, Pisa, Italy
9
University of Ljubljana, Ljubljana, Slovenia
10
Aarhus University, Aarhus, Denmark
11
Technische Universität Braunschweig, Braunschweig, Germany
12
Charles University, Prague, Czech Republic
13
University of Pavia, Pavia, Italy
14
University of Trento, Trento, Italy
15
TU Dresden, Dresden, Germany
16
Westfälische Wilhelms-Universität, Münster, Germany
17
Albert-Ludwigs-Universität Freiburg, Freiburg im Breisgau, Germany
a
avraham.merzel@mail.huji.ac.il
Received:
28
August
2023
Accepted:
28
March
2024
Published online:
8
April
2024
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 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.
Key words: Quantum physics / Secondary school level / Teaching / Consensus / Profession group
© The Author(s) 2024
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