Massimiliano Malgieri

arXiv2023

Contributions from Pilot Projects in Quantum Technology Education as Support Action to Quantum Flagship

The GIREP community on teaching and learning quantum physics and the Education section of the Quantum flagship project of the European Union (QTEdu) have brought together different stakeholders in the field of teaching quantum physics on all levels, including outreach. The goal of QTEdu is to pave the way for the training of the future quantum workforce. To this end, it is necessary to understand the needs of the quantum technology (QT) field, make the general public aware of the existence and importance of QT, and introduce quantum physics already in high school, so that high school students can choose QT as their field of study and career. Finally, new university courses need to be established to support emerging specific profiles such as a quantum engineer. In this symposium, four QTEdu pilot projects were brought together to demonstrate how their complementary approaches have worked towards realising the above goals.

physics.ed-ph↗

arXiv2022

Modeling and Representing Conceptual Change in the Learning of Successive Theories: The Case of the Classical-Quantum Transition

Most educational literature on conceptual change concerns the process by which introductory students acquire scientific knowledge. However, with modern developments in science and technology, the social significance of learning successive theories is steadily increasing, thus opening new areas of interest to discipline-based education research, e.g., quantum logic, quantum information and communication. Here we present an initial proposal for modeling the transition from the understanding of a theory to the understanding of its successor and explore its generative potential by applying it to a concrete case: the classical-quantum transition in physics. In pursue of such task, we make coordinated use of contributions not only from research on conceptual change in education, but also on the history and philosophy of science, on the teaching and learning of quantum mechanics, on mathematics education. By means of analytical instruments developed for characterizing conceptual trajectories at different representational levels, we review empirical literature in the search for the connections between theory change and cognitive demands. The analysis shows a rich landscape of changes and new challenges that are absent in the traditionally considered cases of conceptual change. In order to fully disclose the educational potential of the analysis, we visualize categorical changes by means of dynamic frames, identifying recognizable patterns that answer to students' need of comparability between the older and the new paradigm. Finally, we show how the frame representation can be used to suggest pattern-dependent strategies to promote the understanding of the new content, and may work as a guide to curricular design.

quant-ph↗