Why and how teachers use nature of science in teaching quantum physics: Research on the use of an ecological teaching intervention in upper secondary schools

Stadermann, Kirsten; Goedhart, Martin

doi:10.1103/physrevphyseducres.17.020132

Cited by 16 publications

(10 citation statements)

References 72 publications

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“…E.g. a work by Stadermann and Goedhart on nature of science (NOS) and quantum physics teaching [5]; a work by Krijtenburg-Lewerissa concerning a Delphi study to investigate which quantum mechanics topics experts consider important to teach in secondary schools [6]; a work by van den Berg et al teaching particle-wave duality with double-slit single-photon interference in Dutch secondary schools [7].…”

Section: Semi-structured Interviewmentioning

confidence: 99%

Towards a Quantum Technology PCK for Teachers

Verbraeken,

Andreotti,

Frans

et al. 2024

J. Phys.: Conf. Ser.

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For many years quantum physics has been introduced in European secondary schools. However, quantum physics, and even more quantum technology, is not sufficiently part of present physics teachers’ Pedagogical Content Knowledge (PCK). For this reason, the QTEdu pilot project ‘Quantum Technology PCK for teachers’ put together the expertise of several educational researchers in order to i) pre-research the Pedagogical Content Knowledge teachers need to teach Quantum Mechanics (QM) and Quantum Technology (QT) and ii) develop a PCK Map of practical use for teachers and teacher educators. The consortium performed pilots at the local level of existing teaching resources. The partners applied qualitative research methods such as interviews and observations in order to collect illustrations for the activities included in the developed PCK map.

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Section: Semi-structured Interviewmentioning

confidence: 99%

Towards a Quantum Technology PCK for Teachers

Verbraeken,

Andreotti,

Frans

et al. 2024

J. Phys.: Conf. Ser.

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show abstract

“…Overall, the study of the history of science is an essential part of engineering education. By providing a rich and diverse context for understanding the field, as well as valuable insights into the processes of scientific discovery and technological innovation, the history of science can enrich the practice of engineering and help to prepare students for success in their careers (Dennett and Ridley, 1995;Porter, 2003;Stadermann and Goedhart, 2021;Woitkowski et al, 2021;Volfson et al, 2022).…”

Section: History Of Sciencementioning

confidence: 99%

Nuclear history, politics, and futures from (A)toms-to(Z)oom: Design and deployment of a remote-learning special-topics course for nuclear engineering education

Berliner

Hecla

2023

Front. Educ.

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To address the lack of familiarity with nuclear history common among nuclear engineers and physicists, we outline the design and deployment of a special-topics course entitled “NE290: Nuclear History, Politics, and Futures” throughout which we contextualize the importance of the field at its inception, in current affairs, and in future endeavors. We argue that understanding this history is paramount in internalizing a sense of respect for the scientific, technical, and sociological ramifications of an unlocked atom—as well as its perils. We begin by outlining the gaps in secondary educational offerings for nuclear history and their importance in consideration with nontechnical engineering guidelines. We then outline a number of ABET specifications as pedagogical goals for NE290 from which we derive a list of target student learning objectives. Next, we outline the NE290 syllabus in terms of assignments and an overview of course content in the form of a class timeline. We provide an extensive description of the materials and teaching methodologies for the four units of NE290: Twentieth-Century Physics, Physics in WWII, the Early Cold War, and the Late Cold War and Modern Era. We detail the sequence of lectures across the course and historical timelines leading up to a showcasing of NE290 final projects which mirror in creativity the novelty of course offering. Because NE290 was first offered during Spring 2021 during the COVID-19 pandemic, additional measures in the form of new tools were used to augment the mandate of remote learning. In particular, we leveraged the newfound ubiquity of videoconferencing technology to recruit geographically diverse guest lecturers and used the MIRO tool for virtual whiteboarding. Lastly, we provide an accounting of course outcomes drawn from student feedback which—in tandem with the complete distribution of course material—facilitates the integration of nuclear history into the curriculum for the wider nuclear engineering and physics communities.

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“…As previously mentioned, research on the use of NOS in other curriculum topics has shown that NOS content is seldom explicitly addressed in physics classes, and it is seen by teachers as an extra burden. However, when we provided teachers with resources to use in their regular pre-exam physics classes, nine out of ten addressed NOS aspects in their QP lessons [39]. These teachers felt that addressing at least some NOS aspects was necessary to give students a framework for the paradoxical quantum phenomena.…”

Section: Some Experiences and Perspectivesmentioning

confidence: 99%

“…A thorough analysis of the use of the resources in the classrooms of ten teachers from different schools is provided elsewhere [39]. The purpose of this study was not to investigate the learning effects on students, but it would be very worthwhile to do so in the future.…”

Section: Some Experiences and Perspectivesmentioning

confidence: 99%

‘Why don’t you just tell us what light really is?’ Easy-to-implement teaching materials that link quantum physics to nature of science

Stadermann

Goedhart

2021

Phys. Educ.

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High school students’ difficulties with quantum physics (QP) are partly due to their limited understanding of the nature of science (NOS). The essence of QP can only be understood with informed views about NOS aspects such as the role of models and the relevance of controversies between physicists. Inversely, QP is an ideal topic for teaching aspects of NOS. However, secondary school textbooks seldom support teachers to explicitly address NOS in QP. Drawing on a five year research program, including observations of students and teachers, we present teaching resources that link NOS aspects with QP. Our materials support active and reflective learning activities, while being adaptable to teachers’ individual needs and affordances. We hope to inspire teachers to address NOS in their QP lessons.

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Why and how teachers use nature of science in teaching quantum physics: Research on the use of an ecological teaching intervention in upper secondary schools

Cited by 16 publications

References 72 publications

Towards a Quantum Technology PCK for Teachers

Towards a Quantum Technology PCK for Teachers

Nuclear history, politics, and futures from (A)toms-to(Z)oom: Design and deployment of a remote-learning special-topics course for nuclear engineering education

‘Why don’t you just tell us what light really is?’ Easy-to-implement teaching materials that link quantum physics to nature of science

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