La enseñanza de la teoría de la relatividad restringida de Einstein, estado de la cuestión

  1. Prado, Xabier 1
  2. Domínguez-Castiñeiras, José Manuel 1
  3. Area, Iván 2
  4. Paredes, Ángel 2
  5. Mira, Jorge 1
  1. 1 Universidade de Santiago de Compostela, España
  2. 2 Universidade de Vigo, España
Zeitschrift:
Revista de enseñanza de la física

ISSN: 0326-7091,  2250-6101

Datum der Publikation: 2020

Ausgabe: 32

Nummer: 1

Seiten: 107-122

Art: Artikel

DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Revista de enseñanza de la física

Zusammenfassung

The objective of the present work is to obtain a global vision on the problem of the teaching of Einstein's special relativity from the perspective of the teachers' thinking and the didactic proposals for its teaching. The information has been obtained from the Web of Science, Scopus, Educational Resources Information Center and Google Scholar databases. It has been selected based on its reliability and validity, its methodological rigor and compliance with the desired criteria of scientific quality, taking into account the evaluation indexes Journal Citation Reports (JCR), Scimago Journal Rank (SJR) and Secondary Diffusion Compound Index (ICDS). To facilitate the analysis of the information, it was classified into two categories: teachers' thinking and difficulties about Einstein's RRT, and didactic proposals for teaching Einstein's RRT. The conclusions have revealed the thinking of the teachers as well as the didactic proposals for the teaching of Einstein's theory of special relativity. It is part of the theoretical framework of the first signer's doctoral thesis research, in which a teaching proposal based on Minkowski geometry was de-signed, implemented and evaluated for high school students (17-18 years old).

Bibliographische Referenzen

  • Citas Alemañ, R. A. (1997). Errores comunes sobre la relatividad entre los profesores de enseñanza secundaria. Enseñanza de las Ciencias, 15(3), 301-307.
  • Alemañ, R. A. y Pérez J. F. (2001). Una nueva propuesta didáctica para la enseñanza de la relatividad en el bachillera-to. Enseñanza de las Ciencias, 19(2), 335-343.
  • Allchin, D. (2004). Pseudohistory and Pseudoscience. Science & Education, 13(3), 179-195.
  • Alonso, M. y Soler, V. (2006). La Relatividad en el bachillerato: una propuesta de unidad didáctica. Enseñanza de las Ciencias, 24(3), 439-454.
  • Angotti, J. A., Caldas, I. L., Delizoicov, D., Rüdinger, D. y Pernambuco, M. (1978). Teaching relativity with a different philosophy. American Journal of Physics, 46(12), 1258-1262.
  • Arriassecq, I. y Greca, I. M. (2005). Análisis de aspectos relevantes para el abordaje de la Teoría de la Relatividad Es-pecial en los últimos años de la enseñanza media desde una perspectiva contextualizada histórica y epistemológica-mente. Primera Parte. Revista de Enseñanza de la Física, 18(1), 2005, 17-28.
  • Arriassecq, I. y Greca, I. (2007). Approaches to the Teaching of Special Relativity Theory in High School and University Textbooks of Argentina. Science & Education, 16(1), 65-86.
  • Arriassecq, I. y Greca, I. (2012). A Teaching-Learning Sequence for the Special Relativity Theory at High School Level Historically and Epistemologically Contextualized. Science & Education, 21(6), 827-851.
  • Arriassecq, I., Greca, I. M. y Cayul, E. E. (2017). Secuencias de enseñanza y aprendizaje basadas en resultados de in-vestigación: propuesta de un marco teórico para el abordaje de la teoría especial de la relatividad. Enseñanza de las Ciencias, 35(1), 133-155.
  • Aubrecht, G. J. (1989). Redesigning courses and textbooks for the twenty-first century. American Journal of Physics, 57(4), 352-359.
  • Baierlein, R. (2006). Two myths about special relativity. American Journal of Physics, 74(3), 193-195.
  • Belloni, M., Christian, W. y Dancy, M. H. (2004). Teaching Special Relativity Using Physlets. The Physics Teacher, 42(5), 284-290.
  • Bokor, N. (2018). Playing Tag relativistically. European Journal of Physics, 39(5), 55601.
  • BOE (2015). Real Decreto 1105/2014, de 26 de diciembre, por el que se establece el currículo básico de la Educa-ción Secundaria Obligatoria y del Bachillerato. Boletín Oficial del Estado, 3. España, Madrid: Ministerio de Educación, Cultura y Deporte.
  • Callaghan, J. (2000). The Geometry of Spacetime: An Introduction to Special and General Relativity. New York: Springer.
  • Carson, S. (1998). Relativity on a spreadsheet. Physics Education, 33(1), 13-19.
  • Cayul, E. y Arriassecq, I. (2015). Utilización de los Diagramas de Minkowski para la enseñanza de la Teoría Especial de la Relatividad en la escuela secundaria. Revista de Enseñanza de la Física, 27(Extra), 323-331.
  • De Ambrosis, A. y Levrini, O. (2010). How physics teachers approach innovation: An empirical study for reconstruct-ing the appropriation path in the case of special relativity. Physical Review Special Topics-Physics Education Research, 6(2), 020107(1-11).
  • De Hosson, C., Kermen, I. y Parizot, E. (2010). Exploring students’ understanding of reference frames and time in Gali-lean and special relativity. European Journal of Physics, 31(6), 1527-1538.
  • De Hosson, C. y Kermen, I. (2012). Recherche en didactique et relativité restreinte: difficultés conceptuelles et pistes pour l’enseignement. Bulletin de l’Union des Physiciens, 106(948), 1041-1056.
  • Desloge, E. y Philpott, R. (1987). Uniformly accelerated reference frames in special relativity. American Journal of Physics, 55(3), 252-261.
  • Dimitriadi, K. y Halkia, K. (2012). Secondary Students’ Understanding of Basic Ideas of Special Relativity. International Journal of Science Education, 34(16), 2565-2582.
  • Dray, T. (1989). The twin paradox revisited. American Journal of Physics, 58(9), 822-825.
  • Dray, T. (2013). Using three-dimensional spacetime diagrams in special relativity. American Journal of Physics, 81(8), 593-596.
  • Dray, T. (2017). The geometry of relativity. American Journal of Physics, 85(9), 683-691.
  • Egdall, I. (2014). Teaching Special Relativity to Lay Students. The Physics Teacher, 52(7), 406-409.
  • Einstein, A. (1905). Ist die Trägheit eines Körpers von seinem Energieinhalt abhängig? Annalen der Physik, 323(13), 639–641.
  • Fiore, G. (2000). An Out-of-Math Experience: Einstein, Relativity and the Developmental Mathematics Student. The Mathematics Teacher, 93(3), 194-199.
  • Gil, D. y Solbes, J. (1993). The introduction of modern physics: overcoming a deformed vision of science. International Journal of Science Education, 15(3), 255-260.
  • Ginsberg, E. (2018). Simple Examples of the Interpretation of Changes in Kinetic and Potential Energy Under Galilean Transformations. The Physics Teacher, 56(2), 96.
  • Guisasola, J., Solbes, J., Barragues, J., Morentin, M. y Moreno, A. (2009). Students' Understanding of the Special Theo-ry of Relativity and Design for a Guided Visit to a Science Museum. International Journal of Science Education, 31(15), 2085-2104.
  • Hilborn, R. (2019). Galilean Transformations of Kinetic Energy, Work, and Potential Energy. The Physics Teacher, 57(1), 40.
  • Huggins, E. R. (2011). Teaching Relativity in Week One. Available at Physics2000.com, Chapter 1. Hanover, New Hamp-shire: Dartmouth College, Department of Physics.
  • Johansson, K. E., Kozma, C. y Nilsson, Ch. (2006). Einstein for schools and the general public. Physics Education, 41(4), 328-333.
  • Kicilcik, H. y Yavas, P. (2017). Investigating the Reasons of Difficulty Understanding of Students in Special Relativity Topics. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(2), 399-426.
  • Kortemeyer, G., Fish, J., Hacker, J., Kienle, J., Kobylarek, A., Sigler, M. y Tan, Ph. (2013). Seeing and Experiencing Rela-tivity-A New Tool for Teaching? The Physics Teacher, 51(8), 460-461.
  • Kocika, J. (2012). Geometric diagram for relativistic addition of velocities. American Journal of Physics, 80(8), 737.
  • Levrini, O. (2002). The substantivalist view of spacetime proposed by Minkowski and its educational implications. Science & Education, 11(6), 601-617. .
  • Levrini, O. (2014). Resultados de la investigación en educación en física como lentes para analizar libros de texto, reconocer detalles críticos y promover el pensamiento. El caso especial de la enseñanza y el aprendizaje de la relatividad especial. Revista de Enseñanza de la Física, 26(1), 7-21. Levrini, O. y diSessa, A. (2008). How students learn from multiple contexts and definitions: Proper time as a coordination class. Physical Review Special Topics - Physics Education Research, 4(1), 010107(1-18).
  • McGrath, D., Wegener, M., McIntyre, T., Savage, C. y Williamson, M. (2010). Student experiences of virtual reality: A case study in learning special relativity. American Journal of Physics, 78(8), 862-868.
  • Meneses, M. y Martín, J. (2015). ¿Tienen razón los investigadores al quejarse de la información periodística sobre ciencias? Experiencias con alumnos de periodismo y científicos. Revista Española de Documentación Científica, 38(4): e104.
  • Mermin, N. (1994). Lapses in relativistic pedagogy. American Journal of Physics, 62(1), 11.
  • Mermin, N. (1997). An introduction to spacetime diagrams. American Journal of Physics, 65(6), 476-486.
  • Mermin, N. (1998). Spacetime Intervals as Light Rectangles. American Journal of Physics, 66(12), 1077-1080.
  • Minkowski, H. (2012). Space and Time. Minkowski´s Papers on Relativity (free version). Translated by Fritz Lewertoff and Vesselin Petkov. Edited by Vesselin Petkov. Canada: Minkowski Institute Press.
  • Naber, G. (2012). The geometry of Minkowski spacetime. An introduction to the mathematics of the special theory of relativity. 2nd ed. Berlin: Springer.
  • Ostermann, F. y Moreira, M. (2000). Física contemporánea en la escuela secundaria: una experiencia en el aula invo-lucrando formación de profesores. Enseñanza de las Ciencias, 18(3), 391-404.
  • Pais, A. (2005). Subtle is the Lord: The Science and the Life of Albert Einstein. New York: Oxford University Press.
  • Pérez H. y Solbes J. (2003) Algunos problemas en la enseñanza de la relatividad. Enseñanza de las Ciencias, 21(1), 135-146.
  • Pérez, H. y Solbes, J. (2006). Implicaciones de la evolución histórica de algunos conceptos en la enseñanza de la rela-tividad. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 3(3), 409-431.
  • Pitts, M., Venville, G., Blair, D. y Zadnik, M. (2014). An Exploratory Study to Investigate the Impact of an Enrichment Program on Aspects of Einstenian Physics on Year 6 Students. International Research on Science Education, 44(3), 363-388.
  • Posner, G., Strike, K., Hewson, P. y Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
  • Prado, X. (2012). Deseño e implementación dunha proposta de ensinanza da relatividade especial en primeiro de bacharelato, baseada na formulación xeométrica de Minkowski. Tesis de doutoramento. Universidade de Santiago de Compostela. Santiago de Compostela (España). http://hdl.handle.net/10347/3640 Prado, X. y Domínguez-Castiñeiras, J. (2010). A Didactic Proposal for the Visual Teaching of the Theory of Relativity in High School First Course. En Tasar y G. Çakmakci (Eds.), Contemporary Science Education Research: teaching (297-305). Ankara, Turkey: Teaching. Pegem Akademi.
  • Prado, X., Domínguez-Castiñeiras, J., Area, I., Paredes, A. y Mira, J. (2018). Archimedes meets Einstein: a millennial geometric bridge. European Journal of Physics, 39(4), 045802.
  • Prado, X., Domínguez-Castiñeiras, J., Area, I., Paredes, A. y Mira, J. (2020). Aprendizaje de la Teoría de la Relatividad Res-tringida de Einstein. Estado de la Cuestión. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 17(1), 1103(1-16).
  • Resnick, R. (1968). Introduction to Special Relativity. New York: John Wiley & Sons.
  • Romain, J. (1963). A geometrical approach to relativistic paradoxes. American Journal of Physics, 31(8), 576-585.
  • Ruby, L. (2009). Teaching special relativity without calculus. Physics Teacher, 47(4), 231-232.
  • Savage, C., Searle, A. y McCalman, L. (2007). Real Time Relativity: Exploratory learning of special relativity. American Journal of Physics, 75(9), 791-798.
  • Sherin, Z., Cheua, R., Tan, Ph. y Kortemeyer, G. (2016). Visualizing relativity: The Open Relativity Project. American Journal of Physics, 84(5), 369-374.
  • Sherin, Z., Tan, Ph., Fairweather, H. y Kortemeyer, G. (2017). Einstein’s Playground: An Interactive Planetarium Show on Special Relativity. The Physics Teacher, 55(9), 550-554.
  • Sezgin, G. (2011). Addressing pre-service teachers' understandings and difficulties with some core concepts in the special theory of relativity. European Journal of Physics, 32(1), 1-13.
  • Scherr, R., Shaffer, P. y Vokos, S. (2001). Student understanding of time in special relativity: Simultaneity and references frames. American Journal of Physics, 69, S24.
  • Scherr, R., Shaffer, P. y Vokos, S. (2002). The challenge of changing deeply held student beliefs about relativity of simultaneity. American Journal of Physics, 70(12), 1238-1248.
  • Silagadze, Z. (2008). Relativity without tears. Acta Physica Polonica, B39(4), 811-885.
  • Stadermann, K., Berg, E. y Goedhart, M. (2019). Analysis of secondary school quantum physics curricula of 15 differ-ent countries: Different perspectives on a challenging topic. Physical Review Physics Education Research, 15, 010130.
  • Strathern, P. (1999). Arquímedes y la palanca. Madrid: Siglo XXI.
  • Swinbank, E. (1992). Particle Physics: a new course for schools and colleges. Physics Education, 27(2), 87-91.
  • Taylor, E. y French, A. (1983). Limitation on proper length in special relativity. American Journal of Physics, 51(10), 889-893.
  • Taylor, E. y Wheeler, J. (1992). Spacetime Physics (second edition). New York: W. H. Freeman and Co. Toledo, B., Arriassecq, I. y Santos, G. (1997). Análisis de la transición de la Física clásica a la relativista desde la pers-pectiva del “cambio conceptual”. Enseñanza de las Ciencias, 15(1), 79-90.
  • Turgut, U., Gurbuz, F., Salar, R. y Toman, U. (2013). The Viewpoints of Physics Teacher Candidates towards the Con-cepts in Special Theory of Relativity and Their Evaluation Designs. International Journal of Academic Research, 5(4), 481-489.
  • Valentzas, A. y Halkia, K. (2013). The Use of Thought Experiments in Teaching Physics to Upper Secondary-Level Stu-dents: Two examples from the theory of relativity. International Journal of Science Education, 35(18), 3026-3049.
  • Valentzas, A., Halkia, K. y Scordoulis, C. (2007). Thought Experiments in the Theory of Relativity and in Quantum Me-chanics: Their Presence in Textbooks and in Popular Science Books. Science & Education, 16(3-5), 353-370.
  • Villani, A. (1992). Conceptual Change in Science and Science Education. Science Education, 76(2), 223-237.
  • Villani, A. y Arruda, S. (1998). Special Theory of Relativity, conceptual change and history of science. Science & Educa-tion, 7(1), 85-100.
  • Villani, A. y Pacca, J. (1987). Students´spontaneous ideas about the speed of light. International Journal of Science Education, 9(1), 55-66.
  • Yavas, P. y Kizilcik, H. (2016). Pre-Service Physics Teachers’ Difficulties in Understanding Special Relativity Topics. European Journal of Physics Education, 7(1), 1309-7202.
  • Zakamska, N. (2018). Relativistic jets: An astrophysical laboratory for the Doppler effect. American Journal of Physics, 86(5), 354.
Fuente de los datos: Dialnet