Scaffolding quantum entanglement in secondary school

From tangible analogy to computational simulation

Bibliographic Data

ID22165245
AuthorsDavid Castillo-Salazar (Universidad Indoamérica, corresponding author), Saravana Prakash Thirumuruganandham (Research and Development, SIT Health), Saravana Prakash-Thirumuruganandham (Hess (United States)), William Daniel Lituma González (Universidade Vila Velha), Hugo Chancay Ortega (Universidad Yachay Tech)
Year2026
Volume10
Publication date2026-01-30
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1729099
OpenAlexW7126152346
LanguageEN
References cited100

Background and purpose of the study The rise of quantum technologies necessitates integrating foundational quantum mechanics (QM) concepts into secondary education. However, inherently abstract phenomena like quantum entanglement pose significant pedagogical challenges, as traditional formalism-based approaches are often inaccessible. This study introduces and delineates an innovative, scaffolded pedagogical model designed to foster robust conceptual understanding of entanglement in secondary STEM education, moving beyond reliance on mathematical formalism. The proposed pedagogical model The presented contribution is a detailed pedagogical sequence following a deliberate learning trajectory. It begins with a tangible analogy (magnetic interactions) as a conceptual anchor for correlation, then transitions to computational tools (Bloch sphere visualization, Qiskit simulations). These tools facilitate exploration of quantum concepts weakly addressed by the analogy (e.g., superposition) and allow more authentic engagement with quantum behavior. Underpinned by constructivism, cognitive load theory, and QM education research, the model strategically repurposes the analogy’s limitations as pedagogical opportunities to introduce and contrast key quantum features like non-locality and superposition with classical intuition. The sequence integrates exploration, guided use of representations, and critical comparative discussion. Conclusions and potential implications This paper provides a theoretically grounded pedagogical model for introducing quantum entanglement in secondary STEM education, combining tangible and computational tools in a scaffolded manner. The approach offers potential advantages over traditional methods by providing concrete starting points and explicitly using classical limitations to illuminate quantum principles. While promising, rigorous empirical validation is the essential next step. Future research should investigate the model’s effectiveness in authentic classroom settings, informing curriculum design and teacher development for incorporating QM into secondary STEM

Analogy · Quantum · Quantum computer · Quantum entanglement · Quantum information science · Quantum technology · Superposition principle · Neuroscience, Education and Cognitive Function · Science Education and Pedagogy · Various Chemistry Research Topics

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