| Summary: | The goal of teaching quantum physics (QP) in high school is a problematic and highly turbulent area of divergent views, curricula studies, and claims. The innovative curricular approach of discipline-culture (DC) suggests a way of overcoming its significant difficulties. It suggests presenting QP as a fundamental theory structured in terms of the <i>nucleus</i>, <i>body</i>, and <i>periphery</i>. Applying this perspective in our study, we interviewed nine experts with respect to their view of how the <i>nucleus</i> of QP should be presented to high-school students. With the different viewpoints of the core essentials in hand, we compiled the <i>nucleus</i> of the QP. We also examined this subject using nine introductory university textbooks that might suit high school students and considered their coherence and suitability with regard to the specified <i>nucleus</i>. We found some confusion regarding the status of theoretical items: some fundamental principles, as perceived in the eyes of the experts, are presented as phenomena. Not only does this mismatch represent a special barrier for both the teachers and students to understand QP, it promotes an inadequate image of QP as well as a distorted view of the nature of science. Finally, we offer a framework for a DC-based QP curriculum free of the noted deficiencies.
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