Supporting Middle School Students’ Learning Outcomes and Engagement with NGSS-Aligned Quantum-Infused Science Curriculum

Zeynep Gonca Akdemir; Muhsin Menekse; Erica W. Carlson; Nicholas Dang; Mahdi Hosseini; Dongyang Li

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Meet at Springfield Middle: Where Engineering Meets Education, Woozle Wuzzle!
Tagged Division: Pre-College Engineering Education Division (PCEE)
Permanent URL: https://peer.asee.org/48039

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Paper Authors

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Zeynep Gonca Akdemir Purdue University orcid.org/0000-0002-4352-239X

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I am a research assistant within the School of Engineering Education and a fresh Ph.D. in the Department of Curriculum and Instruction in Science Education at Purdue University. My research specialization lies in the development of innovative science and engineering curricula tailored for K-12 students. My primary focus is on crafting hands-on, engaging learning materials that promote learning and engagement. I am also passionate about training science education practitioners about inclusive pedagogies to enhance their understanding of the latest advancements in STEM education for ALL students.

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Muhsin Menekse Purdue University

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Muhsin Menekse is an Associate Professor at Purdue University with a joint appointment in the School of Engineering Education and the Department of Curriculum & Instruction. Dr. Menekse's primary research focuses on exploring K-16 students' engagement and learning of engineering and science concepts by creating innovative instructional resources and conducting interdisciplinary quasi-experimental research studies in and out of classroom environments. Dr. Menekse is the recipient of the 2014 William Elgin Wickenden Award by the American Society for Engineering Education. He is also selected as an NSF SIARM fellow for the advanced research methods for STEM education research. Dr. Menekse received four Seed-for-Success Awards (in 2017, 2018, 2019, and 2021) from Purdue University's Excellence in Research Awards programs in recognition of obtaining four external grants of $1 million or more during each year. His research has been generously funded by grants from the Institute of Education Sciences (IES), the U.S. Department of Defense (DoD), Purdue Research Foundation (PRF), and the National Science Foundation (NSF).

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Erica W. Carlson Purdue University

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Erica Carlson is a Professor at Purdue University in the Department of Physics and Astronomy. Dr. Carlson holds a BS in Physics from the California Institute of Technology (1994), as well as a Ph.D. in Physics from UCLA (2000). Prof. Carlson researches electronic phase transitions in quantum materials. In 2015, she was elected a Fellow of the American Physical Society "for theoretical insights into the critical role of electron nematicity, disorder, and noise in novel phases of strongly correlated electron systems and predicting unique characteristics." Dr. Carlson has been on the faculty at Purdue University since 2003, where she was recently named a "150th Anniversary Professor" in recognition of teaching excellence. Her latest work popularizing science can be found at youtube.com/@TheQuantumAge.

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Dongyang Li is a second-year Ph.D. student in the School of Industrial Engineering at Purdue University. His research focuses on the pedagogical innovations in teaching quantum to students in college. The project Innovation in Quantum Pedagogy, Application, and its Relation to Culture (IQ-PARC) is funded by the National Defense Education Program to promote a STEM-literate workforce by providing learning opportunities for youth to understand basic principles and applications of quantum concepts through a variety of both face-to-face and online activities.

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Abstract

This study informs the engineering education community about the what, how, and why of introducing quantum technologies into K-12 learning spaces. While incorporating quantum concepts in K-12 is relatively new, it presents a wide range of learning opportunities across different subject areas. Nevertheless, challenges persist in teaching basic quantum concepts, especially at the middle school level. Relatedly, teachers have expressed concerns regarding the lack of training, educational materials, and available time within their school schedules. Despite these hurdles, research indicates the significance of reaching middle school students to establish fundamental STEM skills and cultivate engagement and interest in STEM degrees and careers. Teaching students about emerging quantum technologies may offer potential solutions to address these challenges. Quantum technology, which applies the principles of quantum mechanics to create innovative solutions, has driven advancements in computing, secure communication, and materials science by harnessing the distinctive properties of quantum states. In this study, we developed a middle school science curriculum infused with quantum concepts, aligned with Next Generation Science Standards (NGSS). We assessed its impact on the science learning outcomes and multidimensional engagement of 873 students. Our curriculum, designed to incorporate the essential science and engineering practices of “Analyzing and Interpreting Data” and “Constructing Explanations and Designing Solutions,” guided students from the foundational concepts of Newtonian physics to the more advanced context of Einsteinian physics. This learning progression encompassed disciplinary core ideas ranging from the “History of Earth” to “Waves and Electromagnetic Radiation,” as addressed in the middle school science NGSS documents. Our study results demonstrated statistically significant improvements in students’ learning of fundamental quantum concepts, as well as some observable changes in their multidimensional engagement. Our discussion highlights the promise of embedding quantum concepts into the existing three-dimensional learning of middle school science education, as prior quantum-based learning materials either do not highlight NGSS in their curricula or their primary focus is on high school and post-secondary education levels. We also explore potential reasons for the consistency in students’ multidimensional engagement and provide insights for researchers and educators interested in incorporating the teaching of emerging quantum technologies and their societal applications.

Citation
Format

Akdemir, Z. G., & Menekse, M., & Carlson, E. W., & Dang, N., & Hosseini, M., & Li, D. (2024, June), Supporting Middle School Students’ Learning Outcomes and Engagement with NGSS-Aligned Quantum-Infused Science Curriculum Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48039

TY  - CPAPER
AB  - This study informs the engineering education community about the what, how, and why of introducing quantum technologies into K-12 learning spaces. While incorporating quantum concepts in K-12 is relatively new, it presents a wide range of learning opportunities across different subject areas. Nevertheless, challenges persist in teaching basic quantum concepts, especially at the middle school level. Relatedly, teachers have expressed concerns regarding the lack of training, educational materials, and available time within their school schedules. Despite these hurdles, research indicates the significance of reaching middle school students to establish fundamental STEM skills and cultivate engagement and interest in STEM degrees and careers.
Teaching students about emerging quantum technologies may offer potential solutions to address these challenges. Quantum technology, which applies the principles of quantum mechanics to create innovative solutions, has driven advancements in computing, secure communication, and materials science by harnessing the distinctive properties of quantum states. In this study, we developed a middle school science curriculum infused with quantum concepts, aligned with Next Generation Science Standards (NGSS). We assessed its impact on the science learning outcomes and multidimensional engagement of 873 students. Our curriculum, designed to incorporate the essential science and engineering practices of “Analyzing and Interpreting Data” and “Constructing Explanations and Designing Solutions,” guided students from the foundational concepts of Newtonian physics to the more advanced context of Einsteinian physics. This learning progression encompassed disciplinary core ideas ranging from the “History of Earth” to “Waves and Electromagnetic Radiation,” as addressed in the middle school science NGSS documents. Our study results demonstrated statistically significant improvements in students’ learning of fundamental quantum concepts, as well as some observable changes in their multidimensional engagement. Our discussion highlights the promise of embedding quantum concepts into the existing three-dimensional learning of middle school science education, as prior quantum-based learning materials either do not highlight NGSS in their curricula or their primary focus is on high school and post-secondary education levels. We also explore potential reasons for the consistency in students’ multidimensional engagement and provide insights for researchers and educators interested in incorporating the teaching of emerging quantum technologies and their societal applications.

AU  - Zeynep Gonca Akdemir
AU  - Muhsin Menekse
AU  - Erica W.  Carlson
AU  - Nicholas Dang
AU  - Mahdi Hosseini
AU  - Dongyang Li
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Supporting Middle School Students’ Learning Outcomes and Engagement with NGSS-Aligned Quantum-Infused Science Curriculum
UR  - https://peer.asee.org/48039
ER  -