This study presents a new approach to teaching quantum mechanics in high school physics courses facing the extremely deficient and fragmented treatment of quantum mechanics at present. The suggested curriculum adopts the new paradigm of discipline-culture in representing physics knowledge. In accordance, the curriculum is structured in nucleus-body-periphery emphasizing the principles (nucleus), their illustration (body) and their contrast with the alternative pictures in classical mechanics (periphery). The new curriculum for 30 teaching hours is presented. The results of an experimental application to 46 12th grade students in four groups shows a positive impact on students' conceptual knowledge and students' nature-of-science understanding. The benefits of the applied approach and limitations of the study are presented.
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