[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-592822-105":59,"doc-detail-592822-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","athens-journal-of-education-volume-7-issue-3-on-teaching-quantum-physics-at-high-school","Athens Journal of Education - Volume 7 - Issue 3 - On Teaching Quantum Physics at High School","","Teaching basic quantum physics to Italian scientific high school students faces limited time, intrinsic difficulty, and weak appreciation of the subject’s educational value. This article proposes six didactic suggestions drawn from the author’s 17-year teaching experience, supported by two peer-reviewed talks, an accompanying poster on the history of quanta, a conceptual diagram, and invited lectures from 2010–2017. It frames quantum mechanics as a major pillar of modern physics and links classroom approaches to motivational and epistemological challenges.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/athens-journal-of-education-volume-7-issue-3-on-teaching-quantum-physics-at-high-school/592822/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/athens-journal-of-education-volume-7-issue-3-on-teaching-quantum-physics-at-high-school/592822.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does teaching quantum physics at Italian high school present challenges?","Question",{"text":112,"@type":113},"Because of limited learning time and the intrinsic difficulty of the topic, students neither assimilate nor appreciate quantum physics as expected, despite its recognized importance in the syllabus.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What sources support the author’s six didactic suggestions?",{"text":117,"@type":113},"The proposals come from two peer-reviewed talks (2013 and 2018), a poster on the history of quanta, a 2015 conceptual diagram, and four invited lectures held between 2010 and 2017.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article describe the relationship between quantum mechanics and quantum physics for high school teaching?",{"text":121,"@type":113},"It uses the terms Quantum Mechanics and Quantum Physics interchangeably to refer to the high school course, limited to the “first quantization” (semi-classical treatment).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592822,1792486949,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Athens Journal of Education-Volume 7, Issue 3, July 2020 – Pages 313-330  \nOn Teaching Quantum Physics at High School  \nBy Enzo Bonacci 􀀍  \nIn the Italian education system, secondary students (ages 14-19) are confronted with the foundations of quantum physics during the final term of scientific highschool (pre-university year). The Italian Ministry of Education, University and Research (acronym MIUR) has remarked its importance in the syllabus to address the high school exit examination (30% of the 5th year physics course) but, due to limited learning time and intrinsic difficulty, this branch of physics is neither assimilated nor appreciated as it should. We wish to illustrate six didactic suggestions focused on learning motivation, emerged during a 17-year long teaching experience, which could help to tackle the main problems found. The key references are two peer-reviewed talks given, respectively, in 2018 at the 6th Annual International Conference on Physics by the Athens Institute for Education and Research and in 2013 at the 2nd Rome workshop Science Perception by the Roma Tre University together with a concise and evocative poster outlining the history of quanta (Figure 1). Other useful resources are a 2015 conceptual diagram (Figure 2) and four invited lectures held in the years 2010-2017.  \nKeywords: Didactic Method, Quantum Physics, School Teaching, Science Perception, STEM.  \nIntroduction  \nThe twentieth century saw the affirmation of a physical theory nicely branded by the well-known Feynman’s quote \"I think I can safely say that nobody understands Quantum Mechanics\" (Hey & Walters, 2003). Emblem of the Physics power to influence Philosophy and responsible for a good half of the hypotheses pervading the best science fiction movies, Quantum Mechanics is the second pillar of modern physics next to Einstein’s relativity theory. Of this latter we know his aversion to the ontologically probabilistic character of the rival theory, expressed in the memorable correspondence with Max Born (Born & Einstein, 1971). Here we offer six didactic proposals which can positively address the numerous problems encountered in teaching basic Quantum Physics at science high schools. They come from two peer-reviewed talks (Bonacci, 2013a, 2018) together with a poster meant to be at the same time accessible and attractive to secondary school learners (Figure 1), whose incipit is Max Planck’s study of Black Body Radiation (1900) but whose epistemological roots date back to ancient Oriental cultural traditions (Bonacci, 2013b). In what follows we will use interchangeably the terms Quantum Mechanics (QM for brevity) and Quantum Physics (QP for short) meaning the same course for high school students which does not go beyond the\"first quantization\" (semi-classical treatment) . The legal framework and an up-to-  \n􀀍 Teacher, Scientific High School \"G.B. Grassi\" of Latina, Italy.  \n[https://doi.org/10.30958/aje.7-3-5](https://doi.org/10.30958/aje.7-3-5) doi=10.30958/aje.7-3-5  \nVol. 7, No. 3 Bonacci: On Teaching Quantum Physics …  \ndate literature (Par. 2) are retrieved from current Italian institutional and sectorial websites.  \nFigure 1. The 2013 poster on Quantum Physics by Enzo Bonacci  \nSource: [https://bit.ly/2GBqq6J](https://bit.ly/2GBqq6J)  \nPhysics in the Italian Scientific High School  \nThe Scientific High School in Italy  \nAccording to the EU’s recent attention to Science, Technology, Engineering and Mathematics activities (acronym STEM), the Italian Ministry of Education, University and Research (MIUR) clarifies that \"The course of the scientific highschool promotes the acquisition of the knowledge and methods of mathematics, physics and natural sciences. It guides the student to deepen and develop knowledge and skills, to mature the skills necessary to follow the development of scientific and technological research and to identify the interactions among the different forms of knowledge, ensuring the mastery of the relative languages, ","cbCaim8aRhsKN33c","https://ap.wps.com/l/cbCaim8aRhsKN33c","pdf",491649,17,"English","# Introduction\n## Physics in the Italian Scientific High School\n## The Scientific High School in Italy\n## Italian National Guidelines for Physics at the Scientific High School\n## Six Didactic Proposals","[{\"question\":\"Why does teaching quantum physics at Italian high school present challenges?\",\"answer\":\"Because of limited learning time and the intrinsic difficulty of the topic, students neither assimilate nor appreciate quantum physics as expected, despite its recognized importance in the syllabus.\"},{\"question\":\"What sources support the author’s six didactic suggestions?\",\"answer\":\"The proposals come from two peer-reviewed talks (2013 and 2018), a poster on the history of quanta, a 2015 conceptual diagram, and four invited lectures held between 2010 and 2017.\"},{\"question\":\"How does the article describe the relationship between quantum mechanics and quantum physics for high school teaching?\",\"answer\":\"It uses the terms Quantum Mechanics and Quantum Physics interchangeably to refer to the high school course, limited to the “first quantization” (semi-classical treatment).\"}]","Athens Journal of Education - Volume 7 - Issue 3 - On Teaching Quantum Physics at High School | PDF",1792075783,43]