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

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 information science and engineering (QISE) 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 points to the importance of reaching middle school students to establish fundamental QISE skills and cultivate engagement and interest in QISE-focused 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 that was infused with QISE concepts and aligned with Next Generation Science Standards. 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 [16]. Our study results show 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.