Teaching Basic Special Relativity in High School: The Role of Classical Kinematics
Abstract views: 206
/ 
PDF downloads: 188
Keywords:
Teaching, special relativity, high schoolAbstract
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.
References
Dimitriadi, K. & Halkia, K. (2012). Secondary Students’ Understanding of Basic Ideas of Special Relativity, International Journal of Science Education, 34(16), 2565- 2582. http://dx.doi.org/10.1080/09500693.2012.705048.
Hosson, C., Kermen, I., & Parizzot, E. (2010). Exploring students’ understanding of reference frames and time in Galilean and special relativity. European. Journal of Physics, 31, 1527–1538. http://dx.doi.org/10.1088/0143-0807/31/6/017.
Otero, M.R., Fanaro, M.A., Sureda, P., Llanos, V.C., & Arlego, M. (2014). La Teoría de los Campos Conceptuales y la conceptualización en el aula de Matemática y Física. Editorial Dunken.
Otero, M. R., Arlego, M. y Prodanoff, F. (2015). Design, analysis and reformulation of a didactic sequence for teaching the Special Theory of Relativity in high school. Revista Brasileira de Ensino de Física, 37(3), 3401. http://dx.doi.org/10.1590/S1806-11173731891.
Otero, M. R., Arlego, M. y Prodanoff, F. (2016). Teaching the basic concepts of the Special Relativity in the secondary school in the framework of the Theory of Conceptual Fields of Vergnaud. Il Nuovo Cimento, 38C. http://dx.doi.org/10.1393/ncc/i2015-15108-0.
Otero, M. R. y & Arlego, M. (2016). Secuencia para enseñar la Teoría Especial de la Relatividad en la Escuela Secundaria. Ed. UNICEN. Argentina.
Pérez, H., & Solbes, J. (2006). Una propuesta sobre enseñanza de la relatividad en el bachillerato como motivación para el aprendizaje de la física. Enseñanza de las Ciencias, 24(2), 269-279.
Pietrocola, M., & Zylbersztajn, A. (1999). The use of the principle of relativity in the interpretation of phenomena by undergraduate students. International Journal of Science Education, 21(3), 261-276.
Posner, G. J., Strike, K. A., Hewson, P. W. & Gertzog, W. A. (1982), Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66: 211–227. doi:10.1002/sce.3730660207
Scherr, R. E., Shaffer, P. S., & Vokos, S. (2001). Student understanding of time in special relativity: Simultaneity and reference frames. American Journal of Physics, Physics Education Research Supplement, 69 (S1), 24-35.
Vergnaud, G. (1990). La théorie des champs conceptuels. Recherches en Didactique des Mathématiques, 10(23), 133-170. La Pensée Sauvage, Marseille.
Vergnaud, G. (2013). Pourquoi la théorie des champs conceptuels? Infancia y Aprendizaje, 36(2), 131-161.
Villani, A., & Pacca, J. (1987). Students´spontaneous ideas about the speed of light. International Journal of Science Education, 9, 55-66.
Villani, A., & Arruda, S. (1998). Special Theory of Relativity, Conceptual Change and History of Science. Science & Education, 7(2), 85-100.
Downloads
Published
How to Cite
Issue
Section
License
Copyright © Authors
