Enhancing high school students’ understanding and attitude towards quantum mechanics through discipline- culture framework and cognitive apprenticeship
Authors: Nautiyal Vijit V. , Salvador Erika Eunice P. , Braña Xavier Romy O. , Shastri Rahul , Singh Varinder , Tyagi Ashish , Vidhani Bhavna , Prasad Vinod 
Published: January 2025

Background: The second quantum revolution is in progress, driven by rapid advancements in quantum technology (QT), promising significant job creation and socio-economic impact. Early exposure of students to quantum mechanics (QM) is essential to meet the growing demand for a quantum-competent workforce for the QT industry. Despite this, students typically encounter QM only at the university level, often after finalising their career pathways. Global efforts are underway to introduce QM and QT at the high school level. However, QT outreach programs integrated into sustainable school-led activities are rare, with most initiatives led by government-funded research agencies.
Purpose: We present the findings from a school-initiated quantum education and outreach endeavour implemented through a completely online STEM & Research Internship Program (SRIP) for high school students in the Philippines. The program aimed to introduce QM and QT to students, enhance their understanding of QM and QT, improve their attitude towards QM, and introduce them to career opportunities in the QT industry.
Sample: Twenty students (eleven males, nine females) studying in Grades 9- 11 from four campuses of a STEM-focused high school in the Philippines participated in the study.
Research design:We employed a quasi-experimental research design, utilizing a single-group pre- and post-test format with a mixed-methods approach for data collection. The SRIP, completed in eighty hours over two weeks, served as the intervention. Our theoretical framework combined the discipline-culture (DC) approach and the cognitive apprenticeship (CA) model for teaching physics.
Method: First, we used the DC framework to design a structured curriculum introducing QM and QT to high school students. The DC framework organises the curriculum into three components- core principles of the discipline (nucleus), their applications (body), and misconceptions, contrasting ideas or future developments that directly challenge the core principles (periphery). Next, we used the CA model to implement the curriculum and deliver the learning material. Within the CA model, a variety of research-based pedagogies were employed, including the flipped classroom, guided inquiry, games and simulations, project-based learning and educational videos to effectively deliver the learning material incorporating our designed curriculum.
Data collection: We utilized research-validated instruments for pre-and post-tests, including the Quantum Physics Conceptual Survey (QPCS), the Quantum Technology Inventory (QTI), and the Attitude Towards Quantum Mechanics (ATQM) survey to gather quantitative data on students’ understanding of QM and their attitude towards the subject. Furthermore, we collected qualitative data from students’ daily journal entries, where they reflected on their experiences by responding to open-ended questions. We used the Wilcoxon signed-rank test to perform an inferential analysis of the QPCS and ATQM survey, while QTI was evaluated using descriptive statistics. Additionally, the qualitative data, derived from students’ daily journal entries, was analyzed using inductive thematic analysis.
Results: We observed a statistically significant positive shift (p < 0.05) in students’ knowledge of quantum mechanics and their attitude towards the discipline. The descriptive statistics from the QTI further indicate an improvement in students’ understanding of concepts related to QT. The themes emerging from the qualitative data also indicated positive experiences, improved understanding of quantum phenomena, and more favourable attitudes toward QM after the program
Conclusion: The results, supported by data and method triangulation, demonstrate the program’s positive educational impact, particularly as the first school-initiated quantum outreach initiative of its kind. The SRIP successfully met its objectives by improving high school students’ understanding of advanced QM and QT concepts while fostering a positive attitude towards QM. Additionally, students reported healthy interactions with peers and mentors—crucial elements for their holistic development.