Design, Implementation, and Evaluation of a Quantum-Infused Middle-School Level Science Teaching and Learning Sequence

This dissertation explores the integration of Quantum Information Science and Engineering (QISE) into formal K-12 curriculum through a Design-Based Research (DBR) approach. The overarching purpose is to develop a NGSS-aligned quantum-infused science curriculum unit for middle school students, aiming to enhance student understanding and engagement in quantum randomness. The study emphasizes the sequential introduction of concepts (from radioactive decay to quantum computing), interdisciplinary inquiry-based learning, and alignment of content and assessment strategies by leveraging Learning Progressions (LPs) and Hypothetical Learning Trajectories (LTs). Methods employed in this DBR study included iterative design processes, teacher feedback, and teaching experiments with 10 participant in-service middle school science teachers as well as quantitative assessment and evaluation of students’ learning and engagement data. Also, it is aimed to focus on professional development for teachers, incorporating NGSS and the Framework as the foundational guidelines. Findings highlighted the importance of teacher feedback in refining educational strategies, the challenges of teaching advanced quantum concepts at the middle school level, and the benefits of using classical physics as a gateway to introduce quantum concepts. This study is also manifestation of a structured teaching-learning pathway, guided by validation and hypothetical LPs, to support students' progression of understanding towards more sophisticated knowledge in QISE. Implications included the potential for enhancing coordination and sequencing of QISE teaching at the K-12 level, contributing to the cultivation of a diverse and quantum-savvy workforce. This DBR study hoped to set a foundation for future research endeavors, emphasizing the need for comprehensive teacher training in K-12 QISE education and the transformative power of education in fostering deeper comprehension and engagement with complex subjects.