skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: THE QUANTUM FOR ALL PROJECT: TEACHER CONTENT KNOWLEDGE AND CONFIDENCE
Quantum information science (QIS) is critical to the future of economic and national security, commerce, and technology). There is a broad need to develop a "quantum smart" workforce with some on critical topics, such as quantum concepts that are relevant to everyday experiences in information security, smart phones, computers, and other widely used technology. The Quantum for All project, funded by the US National Science Foundation, provides opportunities for students to learn about various aspects of quantum science by providing professional development for STEM educators to learn and practice QIS. We utilize a trainer of trainer approach. In this paper we will discuss the content areas and provide an outline of the professional development model. We will also examine growth in teacher content knowledge and their confidence in that content knowledge. Our preliminary results are that the workshops are effective in raising both metrics as measured by pre- and post-surveys, however, there are differences between the content areas. We will examine these differences and provide possible reasons for the results.  more » « less
Award ID(s):
2048691
PAR ID:
10572345
Author(s) / Creator(s):
;
Publisher / Repository:
IATED
Date Published:
Page Range / eLocation ID:
5955 to 5960
Format(s):
Medium: X
Location:
Palma, Spain
Sponsoring Org:
National Science Foundation
More Like this
  1. ; (, https://library.iated.org)
    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. 
    more » « less
  2. ; (, IATED)
    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
  3. ; ; (, The Physics Teacher)
    After the passage of the U.S. National Quantum Initiative Act in December 2018, the National Science Foundation (NSF) and the Office of Science and Technology Policy (OSTP) recently assembled an interagency working group and conducted a workshop titled “Key Concepts for Future Quantum Information Science Learners” that focused on identifying core concepts for future curricular and educator activities to help precollege students engage with quantum information science (QIS). Helping precollege students learn these key concepts in QIS is an effective approach to introducing them to the second quantum revolution and inspiring them to become future contributors in the growing field of quantum information science and technology as leaders in areas related to quantum computing, communication, and sensing. This paper is a call to precollege educators to contemplate including QIS concepts into their existing courses at appropriate levels and get involved in the development of curricular materials suitable for their students. Also, research shows that compare-and-contrast activities can provide an effective approach to helping students learn. Therefore, we illustrate a pedagogical approach that contrasts the classical and quantum concepts so that educators can adapt them for their students in their lesson plans to help them learn the differences between key concepts in quantum and classical contexts. 
    more » « less
  4. ; (, https://library.iated.org/)
    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. 
    more » « less
  5. ; ; ; (, EPJ Quantum Technology)
    Abstract Despite rapid growth of quantum information science (QIS) workforce development initiatives, perceived lack of agreement among faculty on core content has made prior research-based curriculum and assessment development initiatives difficult to scale. To identify areas of consensus on content coverage, we report findings from a survey of N=63 instructors teaching introductory QIS courses at US institutions of higher learning. We identify a subset of content items common across a large fraction (≥ 80%) of introductory QIS courses that are potentially amenable to research-based curriculum development, with an emphasis on foundational skills in mathematics, physics, and engineering. As a further guide for curriculum development, we also examine differences in content coverage by level (undergraduate/graduate) and discipline. Finally, we briefly discuss the implications of our findings for the development of a research-based QIS assessment at the postsecondary level. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email