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The future of economic and national security, commerce, and technology are becoming more dependent on quantum information science (QIS). In addition to traditional STEM fields, there will be a broad need to develop a "quantum smart" workforce, and this development needs to begin before college. Since most students will not major in physics, it is vital to expose precollege students to quantum concepts that are relevant to everyday experiences with information security, smart phones, computers, and other widely used technology. This project, funded by the US National Science Foundation, provides opportunities for students to learn about various aspects of quantum science, regardless of whether they take a physics class. This project provides opportunities for secondary educators to learn and practice QIS. Project partners include universities, businesses, and professional organizations such as Science Teacher Association in Utah and Texas, American Association of Physics Teachers, Institute for Quantum Computing, and Perimeter Institute for Theoretical Physics. In particular, we utilize a trainer of trainer approach, however, the teacher professional development is tied to summer camp experience for students during which the teachers can test their delivery of the material with students in the summer camp. In this paper we will discuss the content areas and provide an outline of the professional development model.
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THE QUANTUM FOR ALL PROJECT: TEACHER PROFESSIONAL DEVELOPMENT MODEL
Quantum information science (QIS) is of growing importance to economic and national security, commerce, and technology. The development of a "quantum smart" workforce needs to begin before college since most students will not major in physics. Thus, it is vital to expose K-12 students to quantum concepts that are relevant to everyday experiences with credit card security, phones, computers, and basic technology and to prepare teachers to teach this content. The logical venue for exposure to basic ideas in quantum science might be a high school physics course, or even a physical science course if a full physics course is not offered. Professional development (PD) for educators typically includes 1-2 weeks of intensive instruction, usually in the summer. Teachers are then expected to remember what they learned and implement it several months after the PD. The model is based on prior research indicating that an educator needs a minimum of 80 hours of PD to become comfortable enough to implement the new instruction in their classroom. However, little research has been done as to how much they actually implement. For the past three years, we have been engaged in a project funded by the US National Science Foundation to build mechanisms (materials and PD strategies) for educating a quantum-ready workforce. Our PD model is based on pedagogical techniques used in classrooms, specifically the components of learn then practice in order to avoid cognitive overload. Instruction is more effective when the learners (teachers or students) are given opportunities to actively engage in the learning process through interaction/collaboration with peers, exploring challenges, and practicing what they have learned. This paper will share the logistics of our new PD new model, challenges, finding from our current research, and implications for future PD in K-16.
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- Award ID(s):
- 2048691
- PAR ID:
- 10491680
- Publisher / Repository:
- https://library.iated.org/
- Date Published:
- Page Range / eLocation ID:
- 3337 to 3345
- Subject(s) / Keyword(s):
- Quantum, STEM, Teacher Professional Development.
- Format(s):
- Medium: X
- Location:
- Palma, Spain
- Sponsoring Org:
- National Science Foundation
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Quantum information science (QIS) undergirds a set of critical technologies that will affect information security, smart phones, computers, and other widely used technology. There is a broad need to develop a "quantum smart" workforce in addition to traditional STEM fields, and this development needs to occur in precollege education. The US National Science Foundation has funded the Quantum for All project to provide professional development opportunities for STEM educators to learn about QIS and how to implement it in the classroom. The teacher professional development is tied to summer camp experience for students during which the teachers can test their delivery of the material with students in the summer camp. In this paper we will discuss the outcomes for students in the summer camp for the various content areas presented and relate that back to results of research on teachers and their performance in the professional development experience.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.21125/edulearn.2023.0919
