A century after its formulation, we discuss the multifaceted implications for education of the vast cultural connections that quantum mechanics (QM) has helped establish between physics and other disciplines. Drawing on the most recent research in QM education, we will address the epistemological paradigms that underpin our understanding of nature and the cultural significance of this theory for the intellectual development of students at various educational levels; always maintaining a careful focus on the fundamental educational challenge of teaching and learning about the nature of science through physics education.
A century after its formulation, we discuss the multifaceted implications for education of the vast cultural connections that quantum mechanics (QM) has helped establish between physics and other disciplines. Drawing on the most recent research in QM education, we will address the epistemological paradigms that underpin our understanding of nature and the cultural significance of this theory for the intellectual development of students at various educational levels; always maintaining a careful focus on the fundamental educational challenge of teaching and learning about the nature of science through physics education.
Quantum mechanics (QM) has taken on a paradigmatic role in how physics describes and builds new knowledge about the world. It also has a growing role in our society thanks to recent and rapid developments in the field of new quantum technologies. These are becoming increasingly important in our society, in the world of work and which will also decisively influence future socio-economic choices. Also for this reason QM has an increasing role in the education of young people and has been introduced in many different ways also in secondary school in all continents. The change in the theoretical and cultural frame has profound implications that are often not intuitive, which involve the appropriation of a specific way of thinking. Neither macroscopic phenomenology, nor intuition help, because there is no simple evidence of how quantum objects must be thought to interpret that unobservable microscopic world and for which we must enter another interpretative paradigm even if we want to limit ourselves to describe it. PER has carried out several studies on the learning of key concepts, on the learning nodes, the ways of reasoning, the difficulties of the students, their spontaneous ideas, according to two main strands: above all at university level, conceptual difficulties and misunderstandings often linked to a formal approach, which, moreover, underpins the very nature of the entities involved; at secondary school level in relation to how students acquire a quantum view of phenomena on the basis of specific approaches adopted to address QM. In particular, a vast literature, which has increased considerably and especially in relatively recent times, has studied how university students deal with certain concepts such as that of state, superposition, measurement in quantum mechanics rather than how quantum quantities evolve over time. These studies are based on the use of questionnaires that allow to explore different levels: the verbal, formal and representative one, with different representations (eg. wave function, Dirac notation), rather than different representative modes (eg. Graphs of probability amplitudes, or probability distributions). At the secondary school level, the most important studies on student learning were instead conducted evaluating the educational impact and outlining the learning paths of students who had followed formative activities based on differentiated innovative research-based educational paths. In particular, the learning outcomes were compared to those activated by proposals based on the historical reconstruction approach of quantum physics. This approach is privileged in traditional curricula and school texts and consequently in the ways of teachers approaching the topic. It was developed in schools with a narrative or descriptive dimension of solutions based on old physics of quanta for the interpretation of phenomena not explained by classical physics. The innovative approaches instead make use of contexts whose formal treatment is simple (quantum properties described in a two-state space such as polarization or spin) with the aid of simulations that compensate for the problem of students” limited mathematical-formal skills, avoiding any historical reference. In particular, there is a significant difference between the survey tools and the survey contexts in the high school environment compared to surveys conducted with university students. This paper presents a review of the research literature, focusing in particular on the learning processes of secondary school students and outlining how research perspectives have evolved.
Of course, now we know that quantum mechanics has been a fundamental structure of our world since our universe came into being. However, it has been only a century since the experimental and theoretical discovery of quantum mechanics and its extensions into many implications and applications. In particular, there are implications across many disciplines that most likely will affect education, health, security, etc. Examples are given of the need for starting education as early as possible in schools, the use of nano-robots to deliver drugs targeted to specific molecular sites, to developing new cryptographic systems to safeguard our privacy.
We now know that quantum mechanics has been a fundamental structure of our world since the universe came into being. However, it has been only a century since the experimental and theoretical discoveries of quantum mechanics were made. We are becoming increasingly aware of its many implications and applications. In particular, there are implications across many disciplines that most likely will affect education, health, and security. Examples are given of the need to start education as early as possible in schools, the use of nano-robots to deliver drugs targeted to specific molecular sites, and to developing new cryptographic systems to safeguard our privacy.
2025 is the year UNESCO selected to celebrate 100 years of this novel science, quantum mechanics, based on Heisenberg’s “uncertainty principle” discovery. However, quantum mechanics began with the discovery of quantum packets of energy emission formulated by the German physicist Max Planck, and it incorporated additional discoveries and principles from Albert Einstein, Niels Bohr, Heisenberg, Pauli, de Broglie, and many others in the early 1900s. Since then, many advancements and breakthroughs have been made. Such scientific contributions have influenced the culture and technology of humanity from the 20th century onwards, with the first quantum revolutions bringing innovations in technology and engineering, including the omnipresent light amplification by stimulated emission of radiation (Laser), magnetic resonance imaging (MRI), microprocessor manufacturing and design for computers and nuclear energy. Thus, at the beginning of the Second Quantum Revolution in the 21st century, amid a new wave of novel quantum technologies promising to create the 5th Industrial Revolution and transform humanity, a brief history of these marvellous sciences is condensed, connecting the wonders of the new quantum technogenesis that is being forged, linking its past with classical mechanics and also with novel relativistic mechanics. Understanding these developments highlights the significance of quantum technologies shaping our future and what lies ahead for us. This article explores technologies that are presently under research and development (R&D) in the quantum physics realm, including quantum computing, quantum cryptography, quantum sensing and metrology, and quantum simulation. It also discusses emerging careers in the quantum field and the unresolved mysteries that continue to challenge scientists. The discussion follows the ancient griot tradition of storytelling, a method that the distinguished physicist, great professor, and Nobel laureate Richard Feynman encouraged us to use to explain complex scientific ideas.
In 2025, the global scientific community will celebrate the centenary of two remarkable events that form the foundation of modern quantum theory: the formulation of the fundamental principles of quantum mechanics and the creation of the concept of spin in elementary particles. Over the past 100 years, quantum theory has evolved from the recognition of the quantum nature of the fundamental laws of the microworld and the creation of a fundamentally new mathematical framework for describing these laws to the use of quantum systems and processes in applied research, from physics to biology, and in the fundamentally new nanotechnologies of 21st-century engineering.