The effectiveness of online education for teaching complicated topics like quantum information science (QIS) to high school science educators is highlighted in a new paper by researchers at the University of Texas at Arlington. The study, published in The Physics Teacher, emphasizes how the COVID-19 pandemic forced educators to adapt to virtual classrooms, including professional development. The team, led by Karen Jo Matsler, found that teaching QIS online was surprisingly successful, despite initial challenges in transitioning from in-person training.
QIS is a multidisciplinary field that combines physical science, math, computer science, and engineering, with applications in everyday items like cellphones and solar technology. However, most high schools do not offer this subject, limiting students’ ability to acquire crucial skills for lucrative careers. Given the importance of QIS, Matsler and her colleagues sought to educate high school science teachers through a $1 million grant from the National Science Foundation. The shift to online instruction due to the pandemic required them to rethink their approach, leading to innovative strategies for engaging educators in learning complex concepts.
To enhance the learning experience, the team utilized pre-session materials to familiarize participants with QIS topics before online sessions. Zoom, with features like chat, polling, and breakout rooms, was instrumental in keeping educators engaged. Additionally, interactive activities where learners could practice teaching the material increased retention and engagement. To prevent cognitive overload, main discussions were kept brief, with breakout sessions for small group discussions. This interactive approach encouraged collaboration and active participation among educators, contributing to a more effective learning environment.
Community engagement and creating a safe learning space were identified as essential elements in virtual education. Icebreaker activities were recommended to foster interaction, assess knowledge, and build a sense of community among participants. Short, relevant videos were found to be effective in explaining complex topics, with the chat function allowing for real-time questions and discussions. While hands-on activities are preferred for teaching QIS, the study demonstrates that online learning, when combined with appropriate pedagogy and content, can be a successful alternative. This is particularly crucial as the U.S. accelerates its efforts in quantum research and development to remain competitive globally.
The team’s findings underscore the importance of adapting teaching strategies to meet the evolving needs of educators in a virtual environment. By incorporating innovative techniques such as short discussions, interactive activities, and community-building exercises, educators can effectively teach complex subjects like QIS online. The study emphasizes the value of creating engaging and interactive learning experiences, leveraging technology to enhance understanding and retention of challenging topics. This research serves as a valuable resource for educators seeking to enhance their online teaching practices and adapt to changing educational landscapes.
