2026 ASEE Annual Conference & Exposition

Examining Middle School Students’ Learning Interest Following a Quantum Infused Radioactive Decay Curriculum Unit (Evaluation)

Presented at Pre-College Engineering Education Division (PCEE) Technical Session 8

In recent years, public interest in quantum mechanics has been increasing, in part thanks to publicized advancement of quantum computing technologies. This increased visibility has led education policy leaders to push harder and harder for the teaching of quantum concepts earlier in the science education pipeline. This study responds to this push through continued analysis of a quantum-infused curriculum for middle school students. Previously, we presented a state standard aligned Earth science curriculum on radioactive decay that had a lesson on quantum randomness and its real-world applications, including quantum computing, added on as an expansion of the concept of randomness. That prior work examined the curriculum’s feasibility and impact on conceptual understanding and engagement in science learning. This work expands on the previous by analyzing changes in students’ interest in science learning during the second year of implementation. Interest data were collected using a science learning interest survey, administered to 721 students in ten sixth- through eighth-grade classrooms in local school districts. The survey was administered before and after curriculum delivery. Since the data are paired, it was analyzed using paired samples t-tests. Results indicated no statistically significant change in the question average score. Additionally, we did a comparison of the average gain score between teachers. With the exception of one outlier, we found no statistically significant difference between teachers. These two results indicate that the curriculum is suitable for use in classrooms and that it should perform well across classrooms.

Authors

Nicholas Dang Purdue Engineering Education
Dr. Zeynep G Akdemir-Beveridge http://orcid.org/0000-0002-4352-239X University of Connecticut [biography]

Dr. Zeynep G Akdemir-Beveridge completed her undergraduate and master's studies at Bogazici University, Turkey and she received her PhD degree in the specialization of Curriculum and Instruction at Purdue University. She had a chance to work with engineers at Purdue's School of Engineering Education during her doctorate studies. She is now a postdoctoral fellow at the University of Connecticut. Her first year of postdoctoral work has focused on developing an engineering creativity assessment tool (ECAT). Currently, she is developing curriculum and working on several research projects in the context of STEM and engineering education at UConn's Naval Science and Technology Program. Additionally, Dr. Akdemir-Beveridge enjoys finding ways to teach complex science and engineering topics in simple, conceptual ways at the K-12 level and to non-academic audiences.
Dr. Muhsin Menekse Purdue University – West Lafayette (College of Engineering) [biography]

Muhsin Menekse is an Associate Professor at Purdue University with a joint appointment in the School of Engineering Education and the Department of Curriculum & Instruction. Dr. Menekse's primary research focuses on exploring K-16 students' engagement and learning of engineering and science concepts by creating innovative instructional resources and conducting interdisciplinary quasi-experimental research studies in and out of classroom environments. Dr. Menekse is the recipient of the 2014 William Elgin Wickenden Award by the American Society for Engineering Education. He is also selected as an NSF SIARM fellow for the advanced research methods for STEM education research. Dr. Menekse received four Seed-for-Success Awards (in 2017, 2018, 2019, and 2021) from Purdue University's Excellence in Research Awards programs in recognition of obtaining four external grants of $1 million or more during each year. His research has been generously funded by grants from the Institute of Education Sciences (IES), the U.S. Department of Defense (DoD), Purdue Research Foundation (PRF), and the National Science Foundation (NSF).

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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