Why Teach Quantum?: Elementary Teachers Initial Beliefs about Quantum

TL;DR

This study explores elementary teachers' initial beliefs and attitudes towards teaching quantum concepts, highlighting their excitement and perceived potential despite limited prior knowledge.

Contribution

It provides insights into teachers' initial beliefs about quantum education and the impact of targeted professional development at the elementary level.

Findings

Teachers had limited quantum knowledge initially

Teachers were excited about teaching quantum concepts

Teachers believed quantum learning could benefit students

Abstract

This paper examines the initial beliefs held by elementary educators (n=11) and their students about teaching and learning quantum concepts at the elementary level. All teachers were participants in a grant-funded project focused on developing teachers' quantum content knowledge and creating curricular resources to use in elementary classrooms. Although elementary teachers had limited knowledge of quantum at the beginning of the project, they expressed excitement and a belief that learning quantum would create future possibilities for their students.