Particle physics is a subject that can send shivers down the spines of students and educators alike—with visions of long mathematical equations and inscrutable ideas. This perception, along with a full curriculum, often leaves this topic the road less traveled until the latter years of school. Particle physics, including quarks, is typically not introduced until high school or university.1,2 Many of these concepts can be made accessible to younger students when presented in a fun and engaging way. Informal science institutions are in an ideal position to communicate new and challenging science topics in engaging and innovative ways and offer a variety of educational enrichment experiences for students that support and enhance science learning.3 Quarked!™ Adventures in the Subatomic Universe, a National Science Foundation EPSCoR-funded particle physics education program, provides classroom programs and online educational resources.

Topics
Particle physics, Quarks, Education, National Science Foundation, Funding
1.
American Association for the Advancement of Sciences, Benchmarks for Science Literacy (Oxford University Press, New York, 1993).
2.
National Research Council, National Education Standards (National Academy Press Washington, 1996).
3.
National Science Teachers Association, “Position statement on informal science education” (1999). See: http://www.nsta.org/about/positions/informal.aspx.
4.
M.
Calik
and
A.
Ayas
, “
A comparison of level of understanding of eighth-grade students and science student teachers related to selected chemistry concept
,”
J. Res. Sci. Teach.
42
(
6
),
638
–
667
(Aug.
2005
).
Google Scholar
Crossref
Search ADS
 
5.
S. Carey, Conceptual Change in Childhood (MIT Press, Cambridge, 1985).
6.
O.
Lee
,
D. C.
Eichinger
, and
T. D.
Blakeslee
, “
Changing middle school students' conceptions of matter and molecules
,”
J. Res. Sci. Teach.
30
(
3
),
249
–
270
(March
1993
).
Google Scholar
Crossref
Search ADS
 
7.
G.
Papageorgiou
and
P.
Johnson
, “
Do particles help or hinder pupils' understanding of phenomena?
”
Int. J. Sci. Educ.
27
(
11
),
1299
–
1317
(Sept.
2005
).
Google Scholar
Crossref
Search ADS
 
8.
Bayer Corporation, “The Bayer facts of science education: An assessment of elementary school parent and teacher attitudes towards science education,” (1995). Executive Summary from: http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_Search-Value_0=ED460823&ERICExtSearch_SearchType_0=no&accno=ED460823.
9.
Bayer Corporation, “The Bayer facts of science education science survey IV,” (1998). See: http://www.bayerus.com/MSMS/Survey/survey98.aspx.
10.
Bayer facts of science education survey XII, Section The Seed — Growing a Diverse American STEM Pipeline” (2006). See http://www.bayerus.com/MSMS/Survey/summary06c.aspx.
This content is only available via PDF.
© 2009 American Association of Physics Teachers.
2009
American Association of Physics Teachers
AAPT members receive access to The Physics Teacher and the American Journal of Physics as a member benefit. To learn more about this member benefit and becoming an AAPT member, visit the Joining AAPT page.