Neuron-Aware Active Few-Shot Learning for LLMs

Active Few-Shot Learning (AFSL) adapts LLMs to specialized domains by identifying the most valuable unlabeled samples for annotation and use as few-shot demonstrations, effectively reducing human annotation costs while promoting high performance. However, existing methods typically rely on output-level signals for sample identification, such as predictive entropy or semantic similarities with test-time data based on external embeddings, which often overlook models' internal dynamics, which could pinpoint specific knowledge gaps. To bridge this gap, we propose NeuFS, a Neuron-Aware Active Few-Shot Learning framework that shifts the selection paradigm from output-level proxies to models' internal dynamics. NeuFS utilizes neuron activation patterns to represent sample directly, and includes a dual-criteria selection strategy that: (1) ensures few-shot sample diversity with neuron patterns for broader example coverage, while (2) prioritizing on identifying informative and challenging few-shot samples LLMs tend to hallucinate by quantifying neuron consensus. Experiments on three datasets demonstrate that NeuFS excels in both reasoning and text classification tasks, outperforming existing AFSL baselines. Ablation studies further highlight that internal neuron activations provide a more principled and effective selection signal than external embeddings, validating the superiority of the proposed NeuFS.

Advancing Quantum Information Science Pre-College Education: The Case for Learning Sciences Collaboration

As quantum information science advances and the need for pre-college engagement grows, a critical question remains: How can young learners be prepared to participate in a field so radically different from what they have encountered before? This paper argues that meeting this challenge will require strong interdisciplinary collaboration with the Learning Sciences (LS), a field dedicated to understanding how people learn and designing theory-guided environments to support learning. Drawing on lessons from previous STEM education efforts, we discuss two key contributions of the learning sciences to quantum information science (QIS) education. The first is design-based research, the signature methodology of learning sciences, which can inform the development, refinement, and scaling of effective QIS learning experiences. The second is a framework for reshaping how learners reason about, learn and participate in QIS practices through shifts in knowledge representations that provide new forms of engagement and associated learning. We call for a two-way partnership between quantum information science and the learning sciences, one that not only supports learning in quantum concepts and practices but also improves our understanding of how to teach and support learning in highly complex domains. We also consider potential questions involved in bridging these disciplinary communities and argue that the theoretical and practical benefits justify the effort.