David Gerald Blair

Despite modern physics providing the most accurate description of the Universe and underpinning current technology, school students are mostly taught classical physics concepts, such as light as waves and gravity as an instantaneous force. In this study, we report on our trials of an eight-lesson progression on the quantum nature of photons. We used appropriate child-friendly language, such as ‘ bulletiness’ for momentum and ‘ waviness’ for the wavelength of photons, to describe its quantum properties, and innovative teaching methods in which concepts emerge from hands-on activities. The study involved 113 students aged 10–11 from two primary schools in Australia. An eight-item conceptual assessment was administered as a pre- and post-test, with responses evaluated using a structured rubric. Statistical analyses, including paired t -tests and ANCOVA, were conducted to examine learning progressions between cohorts. Results showed statistically significant improvements in student learning, with mean scores increasing from 28% to 64% for Cohort 1 ( n = 41) and from 12% to 69% for Cohort 2 ( n = 72), including 29 participants scoring above 80% in the post-test. While participants developed solid foundational knowledge, their ability to analyse and apply it to new situations remained somewhat limited, indicating the need for further scaffolding for higher-order thinking across all students. Our findings corroborate prior research that quantum science can be introduced in schools with the caveat of including more tangible activities to support primary-level students.

Most school science curricula teach concepts developed prior to the 20th century, despite the failure of classical physics to explain foundational physics concepts such as atomic structures and forces. This is largely because science curricula parallel historical discoveries in science: classical physics is introduced first, followed by modern physics, which is reserved for upper secondary students since it is considered too abstract for young students. This delayed approached to teaching modern science hinders students’ ability to develop foundational ideas at an appropriate age. However, the Einstein-First project challenges this notion by introducing atoms and molecules to 7–8 year-olds through hands-on activities. This research paper presents the results from two schools, where 169 students participated in eight lessons on atoms and molecules. Student and teacher data were collected using quantitative and qualitative surveys. The student results showed that hands-on activities were effective in helping primary school students understand these so-called abstract concepts. Teachers reported that, with proper upskilling and resources, they were able to deliver the program and introduce terminology and foundational concepts effectively. This study highlights the effectiveness of hands-on activities in teaching abstract scientific concepts to primary students, paving the way for enhanced science education at an early stage.

Background: Opisthorchiasis, caused by Opisthorchis viverrini, poses a significant health risk in northeastern Thailand, increasing the prevalence of cholangiocarcinoma. This study implemented a One Health integrated strategy, targeting human, animal, and environmental factors to reduce O. viverrini prevalence and transmission in an endemic region. Methods: The study was conducted from 2016 to 2022 in the Huay Luang Reservoir area, Udon Thani Province, Thailand and enrolled 5412 participants. Annual stool examinations were conducted and participants found to be infected with O. viverrini received anthelmintic treatments. Other intervention methods included health education, snail control, veterinary care, sanitation improvements, training of health volunteers, creating a learning center and liver fluke-free fish production. Annual data on prevalence, infection intensity, and reinfection rates were collected. Student’s t-test, one-way ANOVA, Chi-square test, or Fisher’s exact test were used to compare data across the study years, with statistical significance set at P < 0.05. Results: The One Health strategy significantly reduced O. viverrini prevalence in humans from 14.1% in 2016 to 0.9% in 2022, with O. viverrini-egg intensity decreasing from 76.9 to 25.5 eggs per gram (EPG) (P < 0.001). Reinfection rates decreased significantly from 17.4% in 2016 to 9.7% in 2022 following the implementation of the program (P = 0.003). Among reservoir hosts, infections in dogs and cats significantly decreased from 21.3% to 3.8% (P < 0.001). In cyprinoid fish, metacercarial prevalence significantly decreased from 21.9% to 2.2% (P < 0.001). Awareness of transmission routes rose from 45.1% to 82.6%, and raw fish consumption decreased from 52.4% to 12.3%. Biological control reduced Bithynia snail densities from 30 to under 5 snails/m², while sanitation interventions increased toilet use from 31.7% to 87.1%. A local fish-processing enterprise enhanced food safety and income. Health volunteers engaged 94% of households, and a learning center trained 250 individuals and hosted site visits. Conclusions: The One Health strategy effectively and sustainably limited O. viverrini infections and reinfections, demonstrating the potential of One Health as a model for zoonotic parasite control in other endemic areas.

A necessidade de modernizar o currículo de ciências e promover a alfabetização científica é amplamente reconhecida. No entanto, a ciência ensinada nas escolas muitas vezes não aborda o conhecimento desenvolvido nos séculos XX e XXI, especialmente no campo da física einsteiniana (FE), que engloba a física quântica e a relatividade. Essa discrepância entre a educação escolar e o entendimento científico moderno pode gerar equívocos e criar barreiras na aprendizagem científica. O programa Einstein-First, desenvolvido na Austrália, introduz conceitos de FE aos estudantes desde cedo, enfatizando o uso de aprendizado em grupo baseado em atividades, brinquedos, modelos e analogias. Este artigo explora o potencial de adaptação da abordagem Einstein-First para as escolas brasileiras, com base na experiência da primeira autora com o projeto na Austrália e considerando as semelhanças e diferenças entre os currículos dos dois países. Diversas atividades desenvolvidas pelo Einstein-First são apresentadas, juntamente com sugestões para sua implementação em diferentes níveis do ensino fundamental no Brasil, alinhando-se às habilidades e aos objetos de conhecimento delineados na Base Nacional Comum Curricular (BNCC). Ao introduzir conceitos einsteinianos desde cedo, os estudantes podem desenvolver uma compreensão mais profunda das tecnologias e inovações presentes em suas vidas diárias, potencialmente melhorando suas atitudes em relação à ciência e promovendo a alfabetização científica.

The LIGO-Virgo-KAGRA (LVK) Collaboration has made breakthrough discoveries in gravitational-wave astronomy, a new field that provides a different means of observing our Universe. Gravitational-wave discoveries are possible thanks to the work of thousands of people from across the globe working together. In this article, we discuss the range of engagement activities used to communicate LVK gravitational-wave discoveries and the stories of the people behind the science, using the activities surrounding the release of the third Gravitational-Wave Transient Catalog as a case study.

Recent years have seen a growing interest in modernizing school science curricula to reflect the discoveries in physics since 1900, especially with the recent broad recognition of the importance of quantum physics in the modern world. Much effort has been expended in the development of appropriate teaching instruments for teaching Einsteinian physics in schools, but less effort on the crucial topic of teacher professional development. Successful curriculum innovation requires teacher professional development. This paper reports an analysis of teacher professional development for practising primary and secondary teachers who were upskilled as part of a process for implementing an 8-year Einsteinian curriculum across 38 primary and secondary schools in Australia. Most participants had little prior knowledge of Einsteinian physics. Using self-assessment through questionnaires and interviews, combined with classroom validation, we show that three different professional development programs led to high levels of content knowledge and confidence to teach Einsteinian physics in classes from Year 3 to Year 10. The analysis presented supports our conclusion that it is feasible to upskill teachers from diverse backgrounds in Einsteinian physics and break the cycle that has inhibited the modernisation of school curricula.

There has been a growing realisation that school science curricula do not adequately reflect the revolutionary changes in our scientific understanding of the 20th century. This discrepancy between current school education and our modern scientific understanding has led to calls for the modernisation of the science curriculum. Although there have been attempts to introduce topics of Einsteinian physics (i.e. quantum physics and relativity) to school education, often at the secondary level, we still lack a seamless curriculum in which modern science concepts are gradually introduced in primary and middle schools. Guided by the Model of Educational Reconstruction and following a mixed-methods research design, the Einstein-First project aims to address this gap. Einstein-First has developed and implemented an Einsteinian curriculum from Years 3–10 (students aged 7–16) that resolves the disconnect between science in schools and modern scientific understanding. This paper presents the concepts and rationale for the Einstein-First learning approach, as well as a summary of learning outcomes in six Australian schools with 315 students across Years 3–10. Our generally positive findings lay the foundation for informed curriculum development and school education that provides all students with awareness and appreciation of the fundamental concepts that underpin the technologies of the modern world.

The author of this article is advocating a quantum consciousness management model. It is difficult to tell if the author believes that brains and consciousness are quantum phenomena or merely that human qualities that relate to management skills are...