Today’s interdisciplinary quantum information classroom: Themes from a survey of quantum information science instructors
Today’s interdisciplinary quantum information classroom: Themes from a survey of quantum information science instructors
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DOI：
10.1103/physrevphyseducres.18.010150
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发表时间：
2022-02
影响因子：
3.1
通讯作者：
Joseph B. Meyer;G. Passante;S. Pollock;Bethany R. Wilcox
中科院分区：
文献类型：
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作者：
Joseph B. Meyer;G. Passante;S. Pollock;Bethany R. Wilcox
量子信息科学(QIS)跨学科导论课程正在美国各地的大学激增，但在基于学科的教育研究(DBER)社区中，教师在这些课程中的经验在很大程度上仍未得到探索。在这里，我们通过报道fi对在美国各地的机构教授质量保证信息系统入门课程的教师(主要是本科生或本科生/研究生混合课程)的调查结果，以及对六名教师的后续重点访谈，来解决这一差距。这一分析的主要主题包括教师和学生背景的多样性带来的挑战和机遇，学生对数学形式主义(特别是但不完全是线性代数)的不同崇拜，以及对更好的教科书和课程材料的需求。我们还fi发现，虽然课程主题表面上相似，但每门课程都是由其教师精心设计的，以讲述关于QIS的不同故事，并独特地平衡可访问性和学术严谨性等目标，因此我们的数据集中没有出现对QIS课程的规范介绍。我们讨论了随着fi课程体系的成熟，这种fi与课程标准化相关的好处和风险的影响。
Interdisciplinary introduction to quantum information science (QIS) courses are proliferating at universities across the US, but the experiences of instructors in these courses have remained largely unexplored in the discipline-based education research (DBER) communities. Here, we address this gap by reporting on the findings of a survey of instructors teaching introduction to QIS courses at institutions across the US, primarily at the undergraduate or hybrid undergraduate/graduate level, as well as follow-up focus interviews with six individual instructors. Key themes from this analysis include challenges and opportunities associated with the diversity of instructor and student backgrounds, student difficulties with the mathematical formalism (especially though not exclusively with linear algebra), and the need for better textbooks and curricular materials. We also find that while course topics are ostensibly similar, each course is crafted by its instructor to tell a different story about QIS and to uniquely balance goals such as accessibility and academic rigor, such that no canonical introduction to QIS course emerges from our dataset. We discuss the implications of this finding with regard to the benefits and risks associated with standardization of curricula as QIS coursework matures.