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

Autor/inn/en	Singh, Chandralekha; Levy, Akash; Levy, Jeremy
Titel	Preparing Precollege Students for the Second Quantum Revolution with Core Concepts in Quantum Information Science
Quelle	In: Physics Teacher, 60 (2022) 8, S.639-641 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
Schlagwörter	Physics; Quantum Mechanics; Science Instruction; Scientific Concepts; Concept Formation; Comparative Analysis; Futures (of Society); Course Content; Teaching Methods; Curriculum Development; Lesson Plans; Information Science Education; College Preparation + Suchen Sie Ihr Suchwort? Physik; Quantenmechanik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Future; Society; Zukunft; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lesson planning; Unterrichtsplanung; Informationstechnologische Bildung
Abstract	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. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01