Analysis of secondary school quantum physics curricula of 15 different countries: Different perspectives on a challenging topic

H. K.E. Stadermann, E. Van Den Berg, M. J. Goedhart

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Abstract

Secondary school level quantum physics (QP) courses have recently been implemented in the national curricula of many countries. QP gives opportunities to acquaint students with more recent physics and its applications and to discuss aspects of the nature of science. Research has shown that QP is a challenging area for students. Because the inclusion of QP in national curricula is rather new in most countries, it is interesting to compare QP curricula from these countries to make the choices by curriculum designers visible. In this study, we provide a detailed overview of QP courses from fifteen countries. We collected and analyzed official curriculum documents to identify key items present in most curricula. Our inventory identifies a shared current core curriculum of QP which contains the following seven main categories: discrete atomic energy levels, interactions between light and matter, wave-particle duality, de Broglie wavelength, technical applications, Heisenberg's uncertainty principle, and the probabilistic nature of QP. We also found differences in the focus of the listed topics of certain countries, which indicate different views on teaching QP and might inspire curriculum designers struggling with QP. For instance, challenging items like QP interpretations or epistemological aspects of QP are taught only in a few countries. Although research suggests that epistemological aspects help students to comprehend novel QP concepts, many countries do not explicitly include these in the curriculum. We provide reasons and suggestions for this.

Original languageEnglish
Article number010130
JournalPhysical review physics education research
Volume15
Issue number1
DOIs
Publication statusPublished - 22 May 2019
Externally publishedYes

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physics
secondary school
curriculum
students
de Broglie wavelengths
nuclear energy
student
atomic energy levels
suggestion
education
inclusion
uncertainty
inclusions

Cite this

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title = "Analysis of secondary school quantum physics curricula of 15 different countries: Different perspectives on a challenging topic",
abstract = "Secondary school level quantum physics (QP) courses have recently been implemented in the national curricula of many countries. QP gives opportunities to acquaint students with more recent physics and its applications and to discuss aspects of the nature of science. Research has shown that QP is a challenging area for students. Because the inclusion of QP in national curricula is rather new in most countries, it is interesting to compare QP curricula from these countries to make the choices by curriculum designers visible. In this study, we provide a detailed overview of QP courses from fifteen countries. We collected and analyzed official curriculum documents to identify key items present in most curricula. Our inventory identifies a shared current core curriculum of QP which contains the following seven main categories: discrete atomic energy levels, interactions between light and matter, wave-particle duality, de Broglie wavelength, technical applications, Heisenberg's uncertainty principle, and the probabilistic nature of QP. We also found differences in the focus of the listed topics of certain countries, which indicate different views on teaching QP and might inspire curriculum designers struggling with QP. For instance, challenging items like QP interpretations or epistemological aspects of QP are taught only in a few countries. Although research suggests that epistemological aspects help students to comprehend novel QP concepts, many countries do not explicitly include these in the curriculum. We provide reasons and suggestions for this.",
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Analysis of secondary school quantum physics curricula of 15 different countries : Different perspectives on a challenging topic. / Stadermann, H. K.E.; Van Den Berg, E.; Goedhart, M. J.

In: Physical review physics education research, Vol. 15, No. 1, 010130, 22.05.2019.

Research output: Contribution to journalArticleAcademicpeer-review

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