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This paper presents an educational concept for promoting quantum teaching and learning via an educational structured quantum optical experiment. The experiment is designed to demonstrate the striking differences between classical physics and quantum physics, for example quantum interference of unbreakable photons (the ability of probabilities to interfere due to a phase sensitive superposition of states) and quantum nonlocality (there is no way to locate photonic states without a fundamental loss of information about the characteristics and a complete change of the state). For this proposal, we developed an experimental setup straightforward enough to be used in advanced physics courses even in secondary school student labs. To explain, or in a more quantum-semantic way, to interpret the experimental results quantitatively, we provide an appropriately rigorous quantum optical theory. Our model combines Laplace statistics (to access the statistical behaviour of photon counting) and basic vector calculus to calculate probabilities from the phase sensitivity of probability amplitudes. This article aims to contribute to further discussion and empirical research into novel teaching strategies for a more deeply conceptual approach to quantum theory. [ABSTRACT FROM AUTHOR]

For around five decades, physicists have been experimenting with single quanta such as single photons. Insofar as the practised ensemble reasoning has become obsolete for the interpretation of these experiments, the non-classical intrinsic probabilistic nature of quantum theory has gained increased importance. One of the most important exclusive features of quantum physics is the undeniable existence of the superposition of states, even for single quantum objects. One known example of this effect is entanglement. In this paper, two classically contradictory phenomena are combined to one single experiment. This experiment incontestably shows that a single photon incident on an optical beam splitter can either be reflected or transmitted. The almost complete absence of coincident clicks of two photodetectors demonstrates that these two output states are incompatible. However, when combining these states using two mirrors, we can observe interference patterns in the counting rate of the single photon detector. The only explanation for this is that the two incompatible output states are prepared and kept simultaneously—a typical consequence of a quantum superposition of states. (Semi-)classical physical concepts fail here, and a full quantum concept is predestined to explain the complementary experimental outcomes for the quantum optical "non-waves" called single photons. In this paper, we intend to demonstrate that a true quantum physical key experiment ("true" in the sense that it cannot be explained by any classical physical concept), when combined with full quantum reasoning (probability, superposition and interference), influences students' readiness to use quantum elements for interpretation. [ABSTRACT FROM AUTHOR]