The core of secondary level quantum education: a multi-stakeholder perspective

Quantum physics (QP) education at the secondary school level is still in its infancy. Not only is there ongoing discussion about how to teach this subject, but there is also a lack of coherence in the selection of concepts to be taught, both across countries and over time. To contribute to this discussion, we investigated the perspectives of high school teachers, university-level physics educators, and physics education researchers regarding the essential concepts in QP and the corresponding illustrations that should be introduced at the secondary school level. We examined the prominence of different key concepts and illustrations, as well as the level of consensus among the various professional groups. Our analysis revealed that certain key concepts are universally valued across all professional groups, while others are specific to particular groups. Additionally, we explored the relationships between these key concepts and their corresponding illustrations. Overall, our study offers valuable insights into the perspectives of different stakeholders, emphasizing the essential concepts and visualizations that should be considered when designing and implementing the teaching of QP at the secondary school level

Similarities and differences between professions and countries of key-concepts in teaching quantum physics and their illustrations

This studycompares the views of high-schoolteachers, physics educators at the university level, and physics education researchers from different countries, about the key concepts to beusedinteaching quantum physics in secondary education and their illustrations. We analyzed responses to a Delphi study prompted by the QTEdugroup, intheattempttoportray the illustrations for each key concept and to map for each illustration, what are the key concepts it involves. This might help in the effort to canonize these concepts for making sound curricula of quantum physics in high-school