Exploring Quantum Reversibility with Young Learners
Exploring Quantum Reversibility with Young Learners
复制标题
与年轻学习者一起探索量子可逆性
DOI：
10.1145/3372782.3406255
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Harlow, Danielle
中科院分区：
文献类型：
--
作者：
Franklin, Diana;Palmer, Jen;Jang, Woorin;Lehman, Elizabeth M.;Marckwordt, Jasmine;Landsberg, Randall H.;Muller, Alexandria;Harlow, Danielle
量子计算将给一些关键的、棘手的计算问题带来革命性的变化；但为了充分利用这种计算，计算机科学家将需要学会以一种新的方式、在新的约束下编程。为年轻学习者开发量子计算课程的挑战在于，通过潜在的量子物理现象或通过这些现象产生的数学运算进行教学的两种主要方法需要广泛的技术知识。我们的目标是提取量子计算原理中的一些基本见解，并将它们呈现在广大观众可以理解的背景下。在这项研究中，我们探索如何教授量子可逆性的概念。我们的跨学科科学、科学教育、计算机科学教育和计算机科学团队正在共同为年轻学习者创建量子计算(QC)学习轨迹(LT)、教育材料和活动。我们提出了一个关于可逆性的LT草稿，既影响它又被它影响的材料，以及对学生作业的分析和修改后的LT。我们发现，对于明确的情况，许多8-9岁的学生以与量子计算一致的方式理解可逆性。然而，当有不那么明确的案例时，学生们在论证中表现出一定程度的老练，符合量子计算的可逆性规则，即使他们的决定不匹配。特别是，学生们没有利用封闭系统的思想，分析了系统中每个项目的影响。这模糊了逆转(撤销)行动、回收利用相同材料复制相同物品或用新物品取代旧物品之间的区别。此外，一些学生允许不恢复原始项目的所有方面，只恢复对其核心功能至关重要的项目。然后，我们提出了一个修订的学习轨迹，其中纳入了这些概念。
Quantum computing is poised to revolutionize some critical intractable computing problems; but to fully take advantage of this computation, computer scientists will need to learn to program in a new way, with new constraints. The challenge in developing a quantum computing curriculum for younger learners is that two dominant approaches, teaching via the underlying quantum physical phenomenon or the mathematical operations that emerge from those phenomenon, require extensive technical knowledge. Our goal is to extract some of the essential insights in the principles of quantum computing and present them in contexts that a broad audience can understand.In this study, we explore how to teach the concept of quantum reversibility. Our interdisciplinary science, science education, computer science education, and computer science team is co-creating quantum computing (QC) learning trajectories (LT), educational materials, and activities for young learners. We present a draft LT for reversibility, the materials that both influenced it and were influenced by it, as well as an analysis of student work and a revised LT. We find that for clear cases, many 8-9 year old students understand reversibility in ways that align with quantum computation. However, when there are less clear-cut cases, students show a level of sophistication in their argumentation that aligns with the rules of reversibility for quantum computing even when their decisions do not match. In particular, students did not utilize the idea of a closed system, analyzing the effects to every item in the system. This blurred the distinction between between reversing (undoing) an action, recycling to reproduce identical items with some of the same materials, or replacing used items with new ones. In addition, some students allowed for not restoring all aspects of the original items, just the ones critical to their core functionality. We then present a revised learning trajectory that incorporates these concepts.
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DOI：
10.1145/3291279.3339424
发表时间：
2019
期刊：
Proceedings of the 2019 ACM Conference on International Computing Education Research
影响因子：
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作者：
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发表时间：
2011
期刊：
Technical Symposium on Computer Science Education
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DOI：
10.54870/1551-3440.1228
发表时间：
2011
期刊：
The Mathematics Enthusiast
影响因子：
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