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New Paradigms in Quantum Education for the Second Quantum Revolution
New Paradigms in Quantum Education for the Second Quantum Revolution
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103057
- ISBN
- 9798315702146
- DDC
- 530
- 서명/저자
- New Paradigms in Quantum Education for the Second Quantum Revolution
- 발행사항
- [Sl] : University of Colorado at Boulder, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 322 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-11, Section: B.
- 주기사항
- Advisor: Wilcox, Bethany R.
- 학위논문주기
- Thesis (Ph.D.)--University of Colorado at Boulder, 2025.
- 초록/해제
- 요약Quantum information science (QIS) is an emerging field of research and education at the intersection of physics, electrical engineering, computer science, and beyond (e.g. math, chemistry, materials science) that leverages the fundamental laws of quantum mechanics to surpass classical limitations on information processing. The rising stature of this field in the 2020s, recognized by the 2025 UN International Year of Quantum Science and Technology (IYQ), provides an impetus to rethink the way we teach quantum physics in the classroom and in society. At the same time, the rapid growth of QIS education programs and the infusion of government and private-sector funding for QIS workforce development provides a rare opportunity for the physics education research (PER) community to be involved in curriculum development from the beginning.In Ch. 0, I outline a vision of "quantum education for H.E.R.": an acronym for what I have come to believe are three core values that QIS education should strive to embody. First, quantum education ought to be holistic, striving to help students gain content fluency (Ch. 4), hands-on research skills (not the subject of this dissertation), and critical thinking for relating quantum technologies development to societal impacts (Appendix A) simultaneously. Second, in recognition of the need to diversify the quantum workforce as both an ethical and practical imperative, QIS education ought to be equity-oriented (Ch. 3 and 5). Finally, central to the focus of all chapters of this thesis, QIS education and particularly curriculum and assessment development should be research-based.In the remaining chapters of this thesis, I discuss the contributions of my research toward the realization of this vision, with a central emphasis on development of the Quantum Computing Conceptual Survey (QCCS) validated assessment. Ch. 1 provides a brief overview of the historical, physical, and technological context of the Second Quantum Revolution, followed by a detailed review of existing QIS education literature to date. The remainder of the thesis is divided roughly into two main sections. Ch. 2 and 3 discuss methodologies and findings of initial scoping studies designed to help our team better understand the field of QIS education in the US. Ch. 4 and 5, meanwhile, center on the development, refinement, and validation of the Quantum Computing Conceptual Survey (QCCS), the first research-based assessment instrument developed to specifically measure student understanding of QIS fundamentals. The conclusion (Ch. 6) returns to the key themes of holistic, equity-oriented, and research-based quantum education and explores how the work done so far in this thesis contributes to this vision, the outlook for future scholarship in QIS education, and key takeaways for educators and policymakers.
- 일반주제명
- Physics
- 일반주제명
- Education
- 일반주제명
- Quantum physics
- 키워드
- Assessment
- 기타저자
- University of Colorado at Boulder Physics
- 기본자료저록
- Dissertations Abstracts International. 86-11B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798315702146
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■040 ▼aMiAaPQ▼cMiAaPQ
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■1001 ▼aMeyer, Josephine Catherine.▼0(orcid)0000-0002-3595-1880
■24510▼aNew Paradigms in Quantum Education for the Second Quantum Revolution
■260 ▼a[Sl]▼bUniversity of Colorado at Boulder▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a322 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-11, Section: B.
■500 ▼aAdvisor: Wilcox, Bethany R.
■5021 ▼aThesis (Ph.D.)--University of Colorado at Boulder, 2025.
■520 ▼aQuantum information science (QIS) is an emerging field of research and education at the intersection of physics, electrical engineering, computer science, and beyond (e.g. math, chemistry, materials science) that leverages the fundamental laws of quantum mechanics to surpass classical limitations on information processing. The rising stature of this field in the 2020s, recognized by the 2025 UN International Year of Quantum Science and Technology (IYQ), provides an impetus to rethink the way we teach quantum physics in the classroom and in society. At the same time, the rapid growth of QIS education programs and the infusion of government and private-sector funding for QIS workforce development provides a rare opportunity for the physics education research (PER) community to be involved in curriculum development from the beginning.In Ch. 0, I outline a vision of "quantum education for H.E.R.": an acronym for what I have come to believe are three core values that QIS education should strive to embody. First, quantum education ought to be holistic, striving to help students gain content fluency (Ch. 4), hands-on research skills (not the subject of this dissertation), and critical thinking for relating quantum technologies development to societal impacts (Appendix A) simultaneously. Second, in recognition of the need to diversify the quantum workforce as both an ethical and practical imperative, QIS education ought to be equity-oriented (Ch. 3 and 5). Finally, central to the focus of all chapters of this thesis, QIS education and particularly curriculum and assessment development should be research-based.In the remaining chapters of this thesis, I discuss the contributions of my research toward the realization of this vision, with a central emphasis on development of the Quantum Computing Conceptual Survey (QCCS) validated assessment. Ch. 1 provides a brief overview of the historical, physical, and technological context of the Second Quantum Revolution, followed by a detailed review of existing QIS education literature to date. The remainder of the thesis is divided roughly into two main sections. Ch. 2 and 3 discuss methodologies and findings of initial scoping studies designed to help our team better understand the field of QIS education in the US. Ch. 4 and 5, meanwhile, center on the development, refinement, and validation of the Quantum Computing Conceptual Survey (QCCS), the first research-based assessment instrument developed to specifically measure student understanding of QIS fundamentals. The conclusion (Ch. 6) returns to the key themes of holistic, equity-oriented, and research-based quantum education and explores how the work done so far in this thesis contributes to this vision, the outlook for future scholarship in QIS education, and key takeaways for educators and policymakers.
■590 ▼aSchool code: 0051.
■650 4▼aPhysics
■650 4▼aEducation
■650 4▼aQuantum physics
■653 ▼aAssessment
■653 ▼aPhysics education research
■653 ▼aQuantum computing
■653 ▼aQuantum information
■690 ▼a0605
■690 ▼a0515
■690 ▼a0599
■71020▼aUniversity of Colorado at Boulder▼bPhysics.
■7730 ▼tDissertations Abstracts International▼g86-11B.
■790 ▼a0051
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17356895▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
