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1. THE QUANTUM FOR ALL PROJECT: TEACHER CONTENT KNOWLEDGE AND CONFIDENCE

   https://doi.org/10.21125/edulearn.2024.1424  

   Lopez, Ramon; Matsler, Karen (July 2024, IATED)

   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. 

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2. THE QUANTUM FOR ALL PROJECT: RATIONALE AND OVERVIEW

   https://doi.org/10.21125/edulearn.2023.0913  

   Lopez, Ramon; Matsler, Karen (July 2023, 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. 

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3. THE QUANTUM FOR ALL PROJECT: STUDENT LEARNING IN THE SUMMER CAMPS

   https://doi.org/10.21125/edulearn.2024.1425  

   Matsler, Karen; Lopez, Ramon (July 2024, 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. 

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4. The Quantum for All Project: Student Outcomes and Connection to Teacher Professional Development

   Matsler, K; Lopez, R (January 2026, IOP)

   The Quantum for All project is designed to expand Quantum Information Science education in precollege education. The professional development model includes an opportunity for teachers to learn QIS and then teach a summer camp. In this presentation, we will examine growth in student knowledge and confidence in the QIS, as well as attitudes the students have around the topics and careers in QIS. We will also correlate these findings with teacher content knowledge and confidence for the various topics, since some topics were initially unfamiliar to the teachers. 

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5. Preparing Precollege Students for the Second Quantum Revolution with Core Concepts in Quantum Information Science

   https://doi.org/10.1119/5.0027661  

   Singh, Chandralekha; Levy, Akash; Levy, Jeremy (November 2022, 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. 

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