The relevance of learning quantum physics from the perspective of the secondary school student: A case study

Tania S. Moraga-Calderón 1 * , Henk Buisman 1, Julia Cramer 1 2
More Detail
1 Leiden Institute of Physics, Faculty of Science, Leiden University, Leiden, The Netherlands
2 Department of Science Communication and Society, Faculty of Science, Leiden University, Leiden, The Netherlands
* Corresponding Author
EUR J SCI MATH ED, Volume 8, Issue 1, pp. 32-50. https://doi.org/10.30935/scimath/9545
OPEN ACCESS   1503 Views   1156 Downloads
Download Full Text (PDF)

ABSTRACT

Studying quantum physics in upper secondary school is now a standard practice (Stadermann et al., 2019). But given the context of science education, with low recruitment numbers in higher education and poor attitudes towards science, it remains a question whether students find the learning of quantum physics relevant. In this study, we explore how students perceive the importance of quantum physics and technology and whether their perception changes after an intervention, namely the “Quantum Rules!” visit. We also aim to understand if they overall feel that learning quantum is relevant or not. In order to answer these questions, we followed a mixed-methods approach, combining both questionnaires and interviews. The quantitative analysis showed that the ‘Quantum Rules!’ intervention has a positive effect on students’ perception of the relevance of quantum physics and technology, especially regarding how important they feel quantum science is for society. Nevertheless, the qualitative information revealed that although students may find quantum physics and technology important for society, that does not necessarily mean that they find learning quantum physics relevant. We found that students believe the latter is relevant to them only if they find it interesting. We therefore rediscover the common expression “important, but not for me”, and we further propose that this perception derives from students not seeing the societal relevance of learning quantum physics.
Keywords: Relevance, Quantum, Science education, Outreach

CITATION

Moraga-Calderón, T. S., Buisman, H., & Cramer, J. (2020). The relevance of learning quantum physics from the perspective of the secondary school student: A case study. European Journal of Science and Mathematics Education, 8(1), 32-50. https://doi.org/10.30935/scimath/9545

REFERENCES

  • Angell, C., Guttersrud, Ø., Henriksen, E. K., and Isnes, A. (2004). Physics: Frightful, but fun. Pupils' and teachers' views of physics and physics teaching. Science Education, 88(5), 683-706.
  • Barmby, P., Kind, P. M., and Jones, K. (2008). Examining changing attitudes in secondary school science. International Journal of Science Education, 30(8), 1075-1093.
  • Bøe, M. V., Henriksen, E. K., and Angell, C. (2018). Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics. Science Education, 102(4), 649-667.
  • Cavas, B., Cavas, P., Tekkaya, C., Cakiroglu, J., and Kesercioglu, T. (2009). Turkish Students' Views on Environmental Challenges with respect to Gender: An Analysis of ROSE Data. Science Education International, 20, 69-78.
  • Choudhary, R. K., Foppoli, A., Kaur, T., Blair, D. G., Zadnik, M., and Meagher, R. (2018). Can a short intervention focused on gravitational waves and quantum physics improve students’ understanding and attitude? Physics Education, 53(6), 065020.
  • Colletti, L. (2019). Quantum mechanics as a source of hermeneutical tools. Teaching-learning contemporary physics, from research to practice, GIREP-ICPE-EPEC-MPTL Conference, 363–364.
  • Commissie Vernieuwing Natuurkundeonderwijs, H. (2010). Nieuwe natuurkunde, advise examenprogramma’s voor HAVO en VWO [Contemporary Physics, recommended exam programs for upper secondary school]. Amsterdam: Nederlandse Natuurkundige Vereniging.
  • Elster, D. (2007). Student interests—the German and Austrian ROSE survey. Journal of Biological Education, 42(1), 5–10.
  • Freyberg, P., and Osborne, R. (1985). Assumptions about teaching and learning. In R. Osborne & P. Freyberg (Eds.), Learning in science (pp. 51–65). London: Heinemann.
  • Jarman, R. (2005). Science learning through scouting: an understudied context for informal science education. International Journal of Science Education, 27(4), 427-450.
  • Jenkins, E. W. (2006). Student opinion in England about science and technology. Research in Science & Technological Education, 24(1), 59–68.
  • Jenkins, E. W., and Nelson, N. W. (2005). Important but not for me: Students’ attitudes towards secondary school science in England. Research in Science & Technological Education, 23(1), 41-57.
  • Johansson, A., Andersson, S., Salminen-Karlsson, M., and Elmgren, M. (2018). “Shut up and calculate”: the available discursive positions in quantum physics courses. Cultural Studies of Science Education, 13(1), 205-226.
  • Krijtenburg-Lewerissa, K., Pol, H. J., Brinkman, A., and Van Joolingen, W. R. (2017). Insights into teaching quantum mechanics in secondary and lower undergraduate education. Physical Review Physics Education Research, 13(1), 010109.
  • Krijtenburg-Lewerissa, K., Pol, H. J., Brinkman, A., and Van Joolingen, W. R. (2019). Key topics for quantum mechanics at secondary schools: a Delphi study into expert opinions. International Journal of Science Education, 41(3), 349-366.
  • Newton, D. P. (1988). Making science education relevant. London: Kogan Page.
  • Osborne, J., and Collins, S. (2001). Pupils' views of the role and value of the science curriculum: a focus-group study. International Journal of Science Education, 23(5), 441-467.
  • Osborne, J., and Dillon, J. (2008). Science education in Europe: Critical reflections (Vol. 13). London: The Nuffield Foundation.
  • Osborne, J., Simon, S., and Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
  • Potvin, P., and Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85-129.
  • Raved, L., and Assaraf, O. B. Z. (2011). Attitudes towards science learning among 10th‐grade students: A qualitative look. International Journal of Science Education, 33(9), 1219-1243.
  • Rudduck, J., and Flutter, J. (2000). Pupil participation and pupil perspective: 'carving a new order of experience'. Cambridge Journal of Education, 30(1), 75-89.
  • Saleh, S. (2014). Malaysian Students' Motivation towards Physics Learning. European Journal of Science and Mathematics Education, 2(4), 223-232.
  • Schollum, B., and Osborne, R. (1985). Relating the new to the familiar. In R. Osborne & P. Freyberg (Eds.), Learning in science (pp. 51–65). London: Heinemann.
  • Schreiner, C., and Sjøberg, S. (2004). Sowing the seeds of ROSE: Background, rationale, questionnaire development and data collection for ROSE (The Relevance of Science Education): A comparative study of students’ views of science and science education. Acta didactica http://urn. nb. no/URN: NBN: no-14449.
  • Sjøberg, S., and Schreiner, C. (2010). The ROSE project: An overview and key findings. Oslo: University of Oslo, 1-31.
  • Stadermann, H. K. E., van den Berg, E., and Goedhart, M. J., (2019). Analysis of secondary school quantum physics curricula of 15 different countries: Different perspectives on a challenging topic. Physical Review Physics Education Research, 15(1), 010130.
  • Stuckey, M., Hofstein, A., Mamlok-Naaman, R., and Eilks, I. (2013). The meaning of ‘relevance’ in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1-34.
  • Vázquez, A. (2013). La educación científica y los factores afectivos relacionados con la ciencia y la tecnología. In V. Mellado, L. J. Blanco, and J. A. Cárdenas (Eds.), Las emociones en la enseñaza y el aprendizaje de las ciencias y las matemáticas (pp. 245–278). Bajadoz, España: DEPROFE.
  • Vennix, J., den Brok, P., and Taconis, R. (2018). Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? International Journal of Science Education, 40(11), 1263-1283.
  • Vermaas, P. E. (2017). The societal impact of the emerging quantum technologies: a renewed urgency to make quantum theory understandable. Ethics and Information Technology, 19(4), 241-246.