About the Peculiar Aspects of Relativity and Beyond: A Pedagogical Perspective (original) (raw)
Related papers
Science & Education, 2010
This paper discusses some topics that stem from recent contributions made by the History, the Philosophy, and the Didactics of Science. We consider these topics relevant to the introduction of the Special Relativity Theory (SRT) in high school within a contextualized approach. We offer an outline of a teaching-learning sequence dealing with the SRT within this frame of reference. Such a sequence was tried out on a group of high school students in Argentina. The results obtained seem to indicate that the proposal has been effective as regards the motivational aspects and the understanding students gained of some of its concepts.
AD ALTA: Journal of Interdisciplinary Research, 2021
In this paper we consider the value and sense of Einstein's theory of special relativity, because it examines the determinations of physical law as the regulation of nature according to special relativity, and as the determination of the meaning and evidence of gnoseological and ontological implications to make up a physical theory. Einstein's notion of space and time in the special theory of relativity brought a new understanding of space and time. In the pedagogical process, the effect of interdisciplinary relations should be applied. Einstein's understanding of the laws of physics changed their way of understanding. It is good for the student to perceive the basic differences in the concept of time and space in Newton and Einstein, because he will better understand the selected basic differences between classical and modern physics.
ON UNEXPECTED DIFFICULTIES IN THE TEACHING OF THE SPECIAL THEORY OF RELATIVITY
The wide availability of information has led to the fact that students are well aware of the difficulties of existing physical theories. In this article we analyze some logical paradoxes of the special relativity theory (SRT), concerning the time dilation and length contraction. The Lorentz transformations and the relativistic law for velocity addition are considered in detail. The notion of relativity and the transverse Doppler effect are discussed. The whole complex of numerous paradoxes in the special theory of relativity worries us by further complications.
Teaching Basic Special Relativity in High School: The Role of the Classical Kinematics
International Journal of Physics and Chemistry Education
In this work, we present a possible didactic sequence for the study of basic aspects of special relativity in high school. The sequence re-signifies the role of classical kinematics and Galileo´s relativity principle. It has been implemented in four courses of two secondary schools in Argentina in 2014-2015 and in Colombia in 2016, with students aged 15-16, during 20 school hours, being the teacher a member of our research team.
In this work, we investigate the level that the concepts and laws of Galilean Relativity can become intelligible, practical and applicable by undergraduate students of Department of Elementary Education. In order to succeed that, the students were asked to answer a pre-test questionnaire, to attend lectures (using worksheets) and to answer a post-test questionnaire. The lectures aimed at the study of : 1.inertial and non inertial frames of reference, 2. relative motion (transformation of velocity), 3.inertial forces (centrifugal, Coriolis), 4. the role of friction to relative rotating motion of a body (with regard to inertial and non inertial observer). The results of our research indicate that the lectures supported students to understand the relative motion, to calculate relative speeds, to realize that different observers (inertial and non inertial) record different tracks and different forces, although they attend the same phenomenon (motion of a body). Introduction In recent years efforts have been made by researchers to introduce the Modern Physics (Non-Linear Systems, Quantum Physics) in Schools (Stavrou 2004). These efforts encouraged us to try teaching Galilean relativity which is the basis-on the special theory of relativity of Einstein-to students of the School of Education who are more mature than high school students. On this subject other researchers In recent years efforts have been made by researchers to introduce the Modern Physics (Non-Linear Systems, Quantum Physics) in Schools (Stavrou 2004). These efforts encouraged us to try teaching Galilaiou-of relativity is based on the special theory of relativity of Einstein-to students of educational segment is more mature than high school students. On this subject have been reported and other researchers have explored alternative ideas of pupils (or students) for the systems of reference, pseudo-forces and how the students deal with the transformations of the position, time, speed and energy from one a reference system to another (Panse 1994, Ramadas, Barve & Kumar 1996, Galili & Kaplan 1997). Their ideas were grouped into categories and some of them were used in our research: 1. The systems of reference are treated as specific objects (If the body to which the system is connected or changing course is divided into two parts and then the system of reference is changing course or divided in two, respectively). 2. The centrifugal force acts on rotating
Senior Students’ Comprehension of Einstein’s Special Theory of Relativity
Psychology and Education: A Multidisciplinary Journal , 2023
Physics is perceived as a difficult subject for secondary and tertiary students. Hence, this study was made to find out the comprehension of Senior High School Students on Einstein's Special Theory of Relativity. Descriptive research design was employed in the study. Data showed that most of the respondents were females, 16 years old and had an average physics grade of 87. Findings revealed that the respondents' comprehension was associated with their average physics grade since both male and female respondents performed equally in post comprehension. However, the respondents' pre and post comprehension showed a significant difference. This implies that the respondents' performance in post comprehension is better than in the pre-comprehension.
Relativity in introductory physics
Canadian Journal of Physics, 2004
A century after its formulation by Einstein, it is time to incorporate special relativity early in the physics curriculum. The approach advocated here employs a simple algebraic extension of vector formalism that generates Minkowski spacetime, displays covariant symmetries, and enables calculations of boosts and spatial rotations without matrices or tensors. The approach is part of a comprehensive geometric algebra with applications in many areas of physics, but only an intuitive subset is needed at the introductory level. The approach and some of its extensions are given here and illustrated with insights into the geometry of spacetime. PACS Nos.: 03.30.+p, 01.40.Gm, 03.50.De, 02.10.Hh