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[This paper is part of the Focused Collection in Investigating and Improving Quantum Education through Research.] There is a growing need in the United States for a workforce trained in quantum information science and technology (QIST), a disciplinary topic that is rarely addressed in precollege science, mathematics, and computer science curricula. University quantum physics and physics education researchers designed and initiated a 4-week, 12-h QIST professional development workshop for $N=51$preservice and in-service secondary school science, mathematics, and computer science educators. A STEM integration framework guided the workshop structure, which incorporated a situated cognition model for learning quantum concepts and computing, identifying recent advances in quantum technologies, planning curricula, and differentiating among QIST subfields including quantum communication, quantum computation, quantum simulation, and quantum metrology and sensing. The pre-/post-research design employed a newly developed teacher attitude survey, Exploratory factor analysis identified three latent constructs in teachers’ self-efficacy, including (i) knowledge about QIST academic pathways and careers; (ii) QIST pedagogical fluency and STEM integration; and (iii) facilitating QIST learning. Parametric comparisons of means indicated that teacher participants showed significant gains overall and in all latent constructs with medium to large effect sizes ( $p<0.001$). This professional learning model shows promise in strengthening teachers’ self-confidence in pedagogical content knowledge of quantum ideas so they may facilitate student engagement in quantum information science, a field that involves conceptual change and is often considered abstract, counterintuitive, inaccessible, and suitable only for the academically elite. Implications for policy and practice are discussed. Published by the American Physical Society2024 

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. 

[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 ( $N=77$)—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 ( $N=65$). Postprogram interviews with $n=12$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 

Abstract BackgroundWhile laboratory practices have traditionally been conducted in-person, online asynchronous laboratory learning has been growing in popularity due to increased enrollments and the recent pandemic, creating opportunities for accessibility. In remote asynchronous learning environments, students have more autonomy to choose how they participate with other students in their laboratory classes. Communities of practice and self-efficacy may provide insights into why students are making their participation choices and how they are interacting with peers in asynchronous physics laboratory courses. ResultsIn this mixed methods, explanatory sequential study, students in an introductory physics remote asynchronous laboratory (N = 272) were surveyed about their social learning perceptions and their physics laboratory self-efficacy. Three groups of students were identified based upon their self-reported participation level of communication with peers in asynchronous courses: (1)contributors, who communicated with peers via instant messaging software and posted comments; (2)lurkers, who read discussions on instant messaging software without posting comments; and (3)outsiders, who neither read nor posted comments to peer discussions. Analysis of variance with post hoc Tukey tests showed significant differences in social learning perceptions among contributors, lurkers, and outsiders, with a large effect size, and differences between contributing and lurking students’ self-efficacy, with a small effect size. Qualitative findings from open-ended survey responses indicated contributors felt the structure of the learning environment, or their feeling of connectedness with other students, facilitated their desire to contribute. Many lurkers felt they could get what they needed through vicarious learning, and many expressed their lack of confidence to post relevant, accurate comments. Outsiders felt they did not have to, did not want to, or could not connect with other students. ConclusionsWhile the classroom laboratory traditionally requires all students to participate in the learning process through active socialization with other students, students in a remote asynchronous laboratory may still gain the benefits of participation through lurking. Instructors may consider lurking in an online or remote science laboratory as a legitimate form of participation and engagement. 

Abstract This qualitative exploratory cross‐case analysis analyzed the beliefs and practices of high school counselors related to science, technology, engineering, and mathematics (STEM) academic advisement, postsecondary planning, and career participation. Interviews were conducted with high school counselors (N = 13) who were purposively sampled to represent a diversity of schools in terms of demographic variables. Findings indicated that high school counselors perceived that (a) sociocultural factors influenced student preparation for STEM, career planning, and decision making; (b) students’ STEM‐related career goals and academic behaviors were sometimes misaligned, and academic advisement often mediated this tension; and (c) their professional STEM knowledge, beliefs, and practices were influenced by professional preparation, workplace characteristics, and their academic experiences. Implications include the need for early, sustained high school STEM counseling and academic advisement; accessible professional development in STEM preparation and careers to promote multiple pathways and reduce school counselor bias; and encouraging family involvement in STEM career decision making.