Rahul Choudhary

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.

Quantum electrodynamics was described by Feynman as the ‘jewel of physics’ [1985 QED: The Strange Theory of Light and Matter (Alix G. Mautner Memorial Lectures) (Princeton, NJ: Princeton University Press)] because of its ability to precisely describe the interaction of light and matter. It embodies the key concepts of quantum physics and yet also describes classical optics. It is normally considered to be too advanced for use in schools. Here we show that through the use of novel learning tools called phasor wheels , it is possible to make quantum electrodynamics accessible to students from middle school and higher. Our graphical approach is based on the summation of all possible paths (formally known as Feynman path integrals). It uses graphical vector addition, and gives students a deep understanding of vectors. It offers insights into the quantum world in which observations represent quantum probability density, while correctly describing the laws of classical optics. The phasor wheel is a tactile tool that allows students to compute the probability of photons arriving at a point in space and to explore phenomena such as matter–wave interference, diffraction, and reflection without any distinction between quantum or classical. To make it accessible, we combine the phasor tool with real-life analogies, and videos of single quanta interference. Needing only elementary mathematics, the approach is suitable for middle/upper secondary schools as well early undergraduate students.