Title: Quantum information science and technology high school outreach: Conceptual progression for introducing principles and programming skills
National data have shown the need to expand and diversify the talent pool of the quantum technologies workforce. This article describes a newly designed 25-h summer quantum information science and technology (QIST) program for high school students in grades 10–12; the goal is to advance physical science literacy and diversify the STEM pipeline through novel quantum science and quantum computing access and learning. This partnership between Stony Brook University and the New York Hall of Science was designed by quantum physicists and physics education researchers. This manuscript describes the rationale and progression of quantum ideas and computing skills introduced in the outreach program. The program design scaffolded physics, mathematics, and computer science concepts to engage high school students in the excitement of quantum information science and technology fields. The disciplinary content included the limitations of classical computing, classical and quantum physics principles (diffraction, polarization, wave-particle duality), the Mach–Zehnder interferometer, superposition, quantum thought experiments (Schrödinger's cat and Wigner's friend), entanglement and Bell's inequality, quantum key distribution, and basic quantum computing skills. Students also spent time visiting laboratories and museum exhibits and learning about academic progressions and career pathways in quantum technologies. This university-based science outreach model may be replicated by other quantum educators and adapted for learning in formal contexts. more »« less
This review of literature critiques recent research (2019-2023) on quantum information science and technology (QIST) programs designed specifically for high school students. Since QIST research and applications are advancing rapidly with an accompanying global demand for QIST workforce development, it is important to understand how high school students may be introduced to QIST concepts and skills early in the academic pipeline. The review identifies best practices for QIST teaching and learning, how prerequisite mathematical skills are addressed, methodological approaches and limitations, as well as QIST practices in high school outreach programs that have not published empirical findings. Implications for practice and future empirical work are discussed.
Nelson, Amanda; Guo, Amy; Worsley, Marcelo; Esibill, Derek; Hester, Josiah
(, IEEE Conference on Research in Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT))
This experience report describes two years of work integrating coding with Micro:bits and Makecode into a Hawaiian immersion bilingual school setting to teach computer science (CS) skills in a place-based approach. This report highlights the collaborative partnerships and programs between a public Hawaiian immersion school, a non-profit organization that manages important cultural sites, and a university lab that develops sustainable technology. Students identified the importance of sustainability in computing by engaging with past, present, and future technologies in culturally relevant contexts. We describe ongoing work to improve the way we support students and teachers in a Hawaiian-immersion bilingual school setting.
[This paper is part of the Focused Collection in Investigating and Improving Quantum Education through Research.] With the current growth in quantum information science and technology (QIST), there is an increasing need to prepare precollege students for postsecondary QIST study and careers. This mixed methods, explanatory sequential research focused on students’ affective outcomes from a one-week, 25-h summer program for U.S. high school students in grades 10–12. The workshop structure was based upon psychosocial theories of self-determination and planned behavior, where QIST aspirations may be facilitated and viewed as achievable choices if students acquire disciplinary knowledge, self-efficacy, normative expectancy of their capacity in the field, and awareness of vocational roles. The program featured lectures, demonstrations, and hands-on experiences in classical and quantum physics and quantum computing. Students’ attitudes toward QIST ( )—including self-efficacy, self-concept, relevance, career aspirations, and perceptions of quantitative fluency—showed improvement with a medium effect size, even though treatment students entered the program with more positive QIST attitudes when compared with a control group of high school physics students ( ). Postprogram interviews with participants identified several explanatory themes: (i) Students tended to comprehend classical and quantum topics taught through multiple representations, regardless of whether they had taken physics previously; (ii) students experienced some challenges with mathematics and science concepts that support quantum understanding, yet they revealed a willingness to learn new concepts outside of their comfort zone; (iii) students expressed motivation for pursuing science, technology, engineering, and mathematics and/or quantum-related careers in the future, as well as increased QIST self-concept, largely through understanding the relevance of QIST in solving technological problems; and (iv) students reported increased self-efficacy in understanding QIST topics and performing related tasks. This informal summer program showed promise in promoting positive student attitudes toward QIST, a critical emerging field in advancing technological solutions for global challenges. Published by the American Physical Society2024
Liu, Tianle; Gonzalez-Maldonado, David; Harlow, Danielle B.; Edwards, Emily E.; Franklin, Diana
(, Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 (SIGCSE 2023))
Quantum computing (QC) is an emerging field at the intersection of computer science and physics. Harnessing the power of quantum mechanics, QC is expected to solve otherwise intractable problems significantly faster, including in encryption, drug development, and optimization. High-quality and accessible QC resources are needed to help students develop the critical skills and confidence to contribute to the field. However, existing programs are often aimed at college students with an advanced mathematics or physics background, shutting out potential innovators. To make quantum learning resources for a broad, young audience, we designed Qupcakery, a puzzle game that introduces players to several core QC concepts: quantum gates, superposition, and measurement. We present preliminary testing results with both middle school and high school students. Using in-game data, observation notes, and focus group interviews, we identify student challenges and report student feedback. Overall, the game is at an appropriate level for high school students but middle school students need more levels to practice when new concepts are introduced.
Responsive to broadening participation challenges, Mississippi State University (MSU) established the Bulldog Bytes Outreach Program in 2013 with a residential summer camp for middle school girls funded through the National Center for Women in Information Technology (NCWIT). Since then the program has grown to provide co-curricular activities to K12 students throughout the state. Following a pilot offering of an elementary camp in 2016, the Bulldog Bytes program delivered two of these camps in small towns during 2017, supporting a strategy of engaging under-resourced students with computing in their home communities. This paper will detail our project-based approach to learning and share experiences from the elementary camps.
Schneble, Dominik, Wei, Tzu-Chieh, and Kelly, Angela_M. Quantum information science and technology high school outreach: Conceptual progression for introducing principles and programming skills. American Journal of Physics 93.1 Web. doi:10.1119/5.0211535.
Schneble, Dominik, Wei, Tzu-Chieh, & Kelly, Angela_M. Quantum information science and technology high school outreach: Conceptual progression for introducing principles and programming skills. American Journal of Physics, 93 (1). https://doi.org/10.1119/5.0211535
Schneble, Dominik, Wei, Tzu-Chieh, and Kelly, Angela_M.
"Quantum information science and technology high school outreach: Conceptual progression for introducing principles and programming skills". American Journal of Physics 93 (1). Country unknown/Code not available: American Association of Physics Teachers (AAPT). https://doi.org/10.1119/5.0211535.https://par.nsf.gov/biblio/10561915.
@article{osti_10561915,
place = {Country unknown/Code not available},
title = {Quantum information science and technology high school outreach: Conceptual progression for introducing principles and programming skills},
url = {https://par.nsf.gov/biblio/10561915},
DOI = {10.1119/5.0211535},
abstractNote = {National data have shown the need to expand and diversify the talent pool of the quantum technologies workforce. This article describes a newly designed 25-h summer quantum information science and technology (QIST) program for high school students in grades 10–12; the goal is to advance physical science literacy and diversify the STEM pipeline through novel quantum science and quantum computing access and learning. This partnership between Stony Brook University and the New York Hall of Science was designed by quantum physicists and physics education researchers. This manuscript describes the rationale and progression of quantum ideas and computing skills introduced in the outreach program. The program design scaffolded physics, mathematics, and computer science concepts to engage high school students in the excitement of quantum information science and technology fields. The disciplinary content included the limitations of classical computing, classical and quantum physics principles (diffraction, polarization, wave-particle duality), the Mach–Zehnder interferometer, superposition, quantum thought experiments (Schrödinger's cat and Wigner's friend), entanglement and Bell's inequality, quantum key distribution, and basic quantum computing skills. Students also spent time visiting laboratories and museum exhibits and learning about academic progressions and career pathways in quantum technologies. This university-based science outreach model may be replicated by other quantum educators and adapted for learning in formal contexts.},
journal = {American Journal of Physics},
volume = {93},
number = {1},
publisher = {American Association of Physics Teachers (AAPT)},
author = {Schneble, Dominik and Wei, Tzu-Chieh and Kelly, Angela_M},
}
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