The Quantum Atlas: A Visual Guide to an Unseen World

作为加强非正式环境中学习的总体战略的一部分，推进非正式STEM学习(AISL)计划寻求促进非正式环境中STEM学习的设计和发展的新方法和基于证据的理解。这包括为扩大获得和参与STEM学习经验提供多种途径，推进对非正式环境中STEM学习的创新研究和评估，以及加深参与者对更深层次学习的理解。这个项目的目标是让21世纪的量子科学变得易懂，并吸引非专业的非专业成人学习者。这个项目具有很强的潜力，可以增加公众对量子物理的感知和理解的新知识。这些科学内容往往很难让非正式受众掌握，而对于非专业受众来说，可获得的学习资源相对较少。这一在线互动资源的开发具有填补这一空白的强大潜力，它包含简短的动画、图形和模拟。它将开发一个视觉驱动的在线资源，让非专家观众参与理解量子物理的基础知识。网页设计将是模块化的，融入了许多多媒体元素，结构将是灵活的，允许未来的扩展。所有内容都将免费用于教育用途。在线非正式成人学习者以及博物馆、科学中心和学校的学习者有可能广泛接触和使用这些资源。该项目的合作伙伴是马里兰大学的联合量子研究所和大学园区的国家标准与技术研究所。对该项目的独立评估将增加非正式学习者对量子科学和技术的看法和/或知识的新知识。通过公众焦点小组进行的初步需求评估将旨在更多地了解他们已经知道的量子物理主题和术语，以及他们想知道的内容和他们喜欢的格式(游戏、模拟、播客等)。面对面的用户测试将与项目在线资源的早期版本一起使用，使用结构化的Think-Aloud协议。在第一年和第二年晚些时候，将与普通公众进行在线焦点小组，以了解他们认为哪些内容吸引人，以及他们从内容中学到了什么。在形成阶段，参与者的反复反馈将指导网上资源的内容和格式的发展。总结性评价将通过在Atlas上嵌入弹出链接的事后追溯性调查收集数据，然后对部分在线用户进行访谈。谷歌分析将被用来确定他们在线导航的广度和深度，他们下载了哪些资源，以及之后他们访问了哪些网站。一项仅针对参与资源开发的本科生和研究生的岗位调查将侧重于学生围绕其科学交流技能和量子物理理解水平的信心变化。

As part of its overall strategy to enhance learning in informal environments, the Advancing Informal STEM Learning (AISL) program seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. The goal of this project is to make 21st century quantum science comprehensible and engaging to non-expert informal adult learners. This project has strong potential to add new knowledge about the public's perception and understanding of quantum physics. This scientific content is often difficult for informal audiences to grasp, and there are relatively few accessible learning resources for a non- professional audience. The development of this online, interactive resource with short animations, graphics, and simulations has strong potential to fill this gap. It will develop a visually driven online resource to engage non-expert audiences in understanding the basics of quantum physics. The web design will be modular, incorporating many multimedia elements and the structure will be flexible allowing for future expansion. All content would be freely available for educational use. There is potential for extensive reach and use of the resources by informal adult learners online as well as learners in museums, science centers, and schools. Project partners are the Joint Quantum Institute at the University of Maryland and the National Institute of Standards and Technology, College Park.An independent evaluation of the project will add new knowledge about informal learners' perceptions and/or knowledge about quantum science and technology. An initial needs assessment via focus groups with the general public will be designed to find out more about what they already know about quantum physics topics and terminology, as well as what they want to know and what formats they prefer (games, simulations, podcasts, etc.). In person user testing will be used with early versions of the project online resource using a structured think-aloud protocol. Later in year 1 and 2, online focus groups with the general public will be conducted to learn what they find engaging and what they learned from the content. Iterative feedback from participants during the formative stage will guide the development of the content and format of the online resources. The Summative Evaluation will gather data using a retrospective post-survey embedded with a pop-up link on the Atlas followed by interviews with a subset of online users. Google Analytics will be used to determine the breadth and depth of their online navigation, what resources they download, and what websites they visit afterward. A post-only survey of undergraduate and graduate students who participated in resource development will focus on changes in students' confidence around their science communication skills and level of quantum physics understanding.