A Review of Precollege Quantum Information Science Education through a Learning Sciences Lens

• In Event: AERA Poster Session Friday 7:45 am
  In Poster Session: Learning Sciences Poster Session

Abstract

This paper presents preliminary findings from a scoping review of precollege quantum information science (QIS) education, addressing limitations of prior reviews, particularly in terms of scope and methodological rigor. Adopting a learning sciences lens, we examine the extent to which proposed QIS education interventions articulate their underlying design rationales—the theorized connections between design features, the learning processes they aim to support, and the intended outcomes, grounded in learning theory and prior research. A systematic search across three databases identified 41 articles published between 2012 and 2025 that met the criteria for inclusion. Preliminary findings suggest that many interventions give limited attention to design rationale, which constrains both theoretical advancement and practical application.

Authors

• Raquel Coelho, University of Pittsburgh

• Kristin Børte, University of Bergen

• Cassandra Kelley, University of Pittsburgh

• Junyu Liu, University of Pittsburgh