Quantum physics is the branch of science that studies the behavior of molecules, atoms, subatomic particles and photons, and quantum computers are used to use these subheadings in information communication. In these computers, quantum programming languages and their interfaces have been developed to communicate information. Quantum programming is a software development system that has superior features compared to classical programming and its applications can address very wide areas. In Turkey, the use and dissemination of computer programming languages is included in the curricula of the Ministry of National Education from the 5th grade of primary education. Especially block-based programming is especially applied at all levels of basic education. At the secondary education level, vocational and technical Anatolian Anatolian high schools have an information technology field, where students are taught various programming languages such as Python and C# starting from the 9th grade. In all other secondary education institutions except vocational high schools, students are taught programming languages under the name of computer science courses and thus students are supported in the field of software development. Quantum programming, which entered our lives with the development of today's technology and the second quantum revolution, brings a completely different dimension to the field of software development. At this point, it is predicted that students should be involved in quantum programming at an early age. The aim of this study is to develop a course design for teaching quantum programming to high school students in order to create competent societies that follow new technological developments. ADDIE instructional design model was used in this course design and it is thought that this study will contribute to Turkish literature.
Quantum physics is the branch of science that studies the behavior of molecules, atoms, subatomic particles and photons, and quantum computers are used to use these subheadings in information communication. In these computers, quantum programming languages and their interfaces have been developed to communicate information. Quantum programming is a software development system that has superior features compared to classical programming and its applications can address very wide areas. In Turkey, the use and dissemination of computer programming languages is included in the curricula of the Ministry of National Education from the 5th grade of primary education. Especially block-based programming is especially applied at all levels of basic education. At the secondary education level, vocational and technical Anatolian Anatolian high schools have an information technology field, where students are taught various programming languages such as Python and C# starting from the 9th grade. In all other secondary education institutions except vocational high schools, students are taught programming languages under the name of computer science courses and thus students are supported in the field of software development. Quantum programming, which entered our lives with the development of today's technology and the second quantum revolution, brings a completely different dimension to the field of software development. At this point, it is predicted that students should be involved in quantum programming at an early age. The aim of this study is to develop a course design for teaching quantum programming to high school students in order to create competent societies that follow new technological developments. ADDIE instructional design model was used in this course design and it is thought that this study will contribute to Turkish literature.
Quantum computing is aninterdisciplinary field that lies at the intersection of mathematics, quantum physics, and computer science, and finds applications in areas including optimization, machine learning, and simulation of chemical, physical, and biological systems. It has the potential to help solve problems that so far have no satisfying method solving them, and to provide significant speedup to solutions when compared with their best classical approaches. In turn, quantum computing may allow us to solve problems for inputs that so far are deemed practically intractable. With the computational power of quantum computers and the proliferation of quantum development kits, quantum computing is anticipated to become mainstream, and the demand for a skilled workforce in quantum computing is expected to increase significantly. Therefore, quantum computing education is ramping up. This article describes our experiences in designing and delivering quantum computing workshops for youth (Grades 9–12). We introduce students to the world of quantum computing in innovative ways, such as newly designed unplugged activities for teaching basic quantum computing concepts. We also take a programmatic approach and introduce students to the IBM Quantum Experience using Qiskit and Jupyter notebooks. Our contributions are as follows. First, we present creative ways to teach quantum computing to youth with little or no experience in science, technology, engineering, and mathematics areas; second, we discuss diversity and highlight various pathways into quantum computing from quantum software to quantum hardware; and third, we discuss the design and delivery of online and in-person motivational, introductory, and advanced workshops for youth.
This study aims to design and implement a quantum computing education program suitable for high school students, given the growing significance of quantum computing in diverse scientific and industrial fields. While quantum computing is rapidly gaining attention for its potential to revolutionize computational speed and address complex problems, the gap in early education for pre-university students remains notable, especially in South Korea. This research examined international and domestic trends in quantum computing education, developed an activity-based curriculum integrating simulation tools and collaborative problem solving, and applied it to a group of high school students. Through pre- and post-program surveys, activity sheets, and qualitative feedback, the results show a significant increase in students’ understanding and interest in quantum computing concepts such as superposition, entanglement, and quantum gates. The study highlights that an experiential, STEAM-integrated approach using visual and hands-on resources effectively lowers conceptual barriers and enhances engagement. However, challenges such as a lack of prior knowledge and limited educational materials persist. The research suggests policy and curriculum improvements as well as extended teacher training are required to bridge the global educational gap in quantum computing, and indicates that systematic integration of quantum concepts at the high school level is both feasible and impactful.
Quantum computing is an emerging field with growing implications across science and industry, making early educational exposure increasingly important. This paper examines how quantum computing concepts can be introduced into high-school STEM curricula within existing structures to enhance foundational learning in mathematics, computer science, and physics. We outline a modular integration strategy introducing key quantum ideas into standard courses, leveraging open-source educational resources to ensure global accessibility. Emphasis is placed on educational opportunity and equity: the approach is designed to be inclusive and to bridge current curricular gaps so that students worldwide can develop basic quantum literacy. Our analysis demonstrates that integrating quantum topics at the secondary level is feasible and can enrich STEM learning.
Quantum computing is an emerging field that can revolutionize our ability to solve problems and enable breakthroughs in many areas including optimization, machine learning, chemistry, and drug design. With the increasing computational power of quantum computers and the proliferation of quantum development kits, the demand for a skilled workforce in quantum computing increases significantly. The theory of quantum computing lies at the crossroads of quantum physics, mathematics, and computer science. The field of quantum computing has matured and can now be explored by all students. While today, quantum computers and simulators are readily accessible and programmable over the internet, quantum computing education is just ramping up. This paper describes our experiences in organizing and delivering quantum computing workshops for high-school students with little or no experience in the abovementioned fields. We introduce students to the world of quantum computing in innovative ways, such as newly designed “unplugged” activities for teaching basic quantum computing concepts. Overall, we take a programmatic approach and introduce students to the IBM Q Experience using Qiskit and Jupyter notebooks. Our experiences and findings suggest that basic quantum computing concepts are palatable for high-school students, and-due to significant differences between classical and quantum computing-early exposure to quantum computing is a valuable addition to the set of problem-solving and computing skills that high-schoolers obtain before entering university.
Investments in quantum technologies, which are based on the effects of quantum mechanics, have escalated in recent years, with big players such as IBM, Google, and Microsoft engaging in the race for quantum supremacy. Some potential benefits of this cutting-edge technology include developing new drugs and materials through accurate molecule simulation, establishing more secure and reliable communication channels, and finding faster solutions for complex optimization problems. As quantum technologies evolve, however, the demand for new software, interfaces, and end-to-end systems to properly program and explore the advantages of quantum mechanics becomes paramount. This requires engineers, especially software engineers, and computer scientists, to have multidisciplinary knowledge and skills. Unfortunately, introductory quantum computing and technologies courses are mostly available in physics, and most engineering and computer science courses do not have modules on quantum physics, leading to a talent gap in the current job market. Therefore, this paper proposes a short teaching plan for introducing quantum computing to students with a more technology-based background, such as computer science and engineering students. This plan uses active learning methodologies, such as Challege-Based Teaching, to better engage these students and contextualize the many applications of this new technology. The initial teaching plan consists of a 3-hour seminar introducing the main quantum mechanics concepts and the technology applications, a 3-hour introduction to the math fundamentals and quantum logic gates, and a 3-hour handson workshop using the IBM Qiskit platform. Two versions of this plan were executed in two different moments: (1) a one-day event open to undergraduate students from different institutions and backgrounds, and (2) a 3-day internal training course for computer science and information technology management undergraduate students from our higher education institution. Data was collected during both events through online forms and interviews to measure the learning outcomes of the produced material and better understand the public interest in the field. The results identified key elements for better teaching quantum computing for computer scientists and engineers, providing guidelines for developing a more extensive and term-long teaching plan for undergraduate technology courses.
Quantum computing harnesses quantum laws of nature to enable new types of algorithms, not efficiently possible on traditional computers, that may lead to breakthroughs in crucial areas like materials science and chemistry. There is rapidly growing demand for a quantum workforce educated in the basics of quantum computing, in particular in quantum programming. However, there are few offerings for non-specialists and little information on best practices for training computer science and engineering students. In this report we describe our experience teaching an undergraduate course on quantum computing using a practical, software-driven approach. We centered our course around teaching quantum algorithms through hands-on programming, reducing the significance of traditional written assignments and relying instead on self-paced programming exercises ("Quantum Katas''), a variety of programming assignments, and a final project. We observed that the programming sections of the course helped students internalize theoretical material presented during the lectures. In the survey results, students indicated that the programming exercises and the final project contributed the most to their learning process. We describe the motivation for centering the course around quantum programming, discuss major artifacts used in this course, and present our lessons learned and best practices for a future improved course offering. We hope that our experience will help guide instructors who want to adopt a practical approach to teaching quantum computing and will enable more undergraduate programs to offer quantum programming as an elective.