Investigating the beliefs of experts on teaching quantum physics at secondary schools: key concepts, topics, and fundamentals

This study presents the findings of a series of interviews conducted with 17 Italian academic experts in the field of physics. The interviews aimed at exploring various aspects of teaching quantum physics (QP) at the secondary school level. The focus was on evaluating the overall suitability of teaching QP, the benefit of introducing it with an historical approach, the necessary mathematical grounds, as well as foundational and controversial aspects, along with the topics that should be included in the curriculum. Based on the insights gathered from the interviews, a questionnaire was formulated and administered to 31 additional experts, with the primary objective of exploring the experts’ perspectives on whether QP should be included in secondary school curricula and the underlying reasons for their stance. Indeed, some of the scholars argue that teaching QP is crucial as it contributes to the promotion of scientific literacy, considering QP as one of the most significant cultural advancements in science over the past centuries. On the other hand, some experts believe that the emphasis should be placed on informing and educating society about quantum technologies and upcoming technological advancements. The second objective of this questionnaire was to further deepen the investigation into the key subjects that specialists deem essential for teaching at the secondary level. The results revealed a consensus among the experts regarding the concepts that hold significant importance, namely atomic energy levels and quantisation, particle behaviour of light, Heisenberg’s uncertainty principle, and probability, and regarding the examples, i.e. the photoelectric effect, spectral lines, and the double slit experiment. The last objective of the questionnaire was to address foundational and controversial aspects of QP that are relevant to high school curricula. This entailed examining the consensus among experts regarding their perspectives on the view of these topics. Lack of such consensus emerged. © 2024 The Author(s). Published by IOP Publishing Ltd.