Introducing the concept of photons to primary school students: an exploratory study on teaching light in a modern context

Despite modern physics providing the most accurate description of the Universe and underpinning current technology, school students are mostly taught classical physics concepts, such as light as waves and gravity as an instantaneous force. In this study, we report on our trials of an eight-lesson progression on the quantum nature of photons. We used appropriate child-friendly language, such as ‘ bulletiness’ for momentum and ‘ waviness’ for the wavelength of photons, to describe its quantum properties, and innovative teaching methods in which concepts emerge from hands-on activities. The study involved 113 students aged 10–11 from two primary schools in Australia. An eight-item conceptual assessment was administered as a pre- and post-test, with responses evaluated using a structured rubric. Statistical analyses, including paired t -tests and ANCOVA, were conducted to examine learning progressions between cohorts. Results showed statistically significant improvements in student learning, with mean scores increasing from 28% to 64% for Cohort 1 ( n = 41) and from 12% to 69% for Cohort 2 ( n = 72), including 29 participants scoring above 80% in the post-test. While participants developed solid foundational knowledge, their ability to analyse and apply it to new situations remained somewhat limited, indicating the need for further scaffolding for higher-order thinking across all students. Our findings corroborate prior research that quantum science can be introduced in schools with the caveat of including more tangible activities to support primary-level students.