The challenge of changing deeply held student beliefs about the relativity of simultaneity
Author(s)
<vcard>BEGIN:vCard\nVERSION:3.0\nFN:Rachel E. Scherr\nTITLE:\nORG:Seattle Pacific University\nADR;TYPE=WORK,POSTAL,PARCEL:;;Department of Physics;Seattle Pacific University;Seattle;WA;98119;US\nTEL;TYPE=Office:+\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,:\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard><vcard>BEGIN:vCard\nVERSION:3.0\nFN:Peter S. Shaffer\nTITLE:\nORG:University of Washington\nADR;TYPE=WORK,POSTAL,PARCEL:;;Department of Physics;Box 351560;Seattle;WA;98195-1560;US\nTEL;TYPE=:+\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,Work:shaffer@phys.washington.edu\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>
<vcard>BEGIN:vCard\nVERSION:3.0\nFN:Stamatis Vokos\nTITLE:\nORG:Seattle Pacific University\nADR;TYPE=WORK,POSTAL,PARCEL:;;Physics Department;3307 3rd Ave W Ste 307;Seattle;WA;98119-1957;US\nTEL;TYPE=Office:+206-281-2385\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,Work:vokos@spu.edu\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>
Keywords
Material DevelopmentPhysics
Relativity
Science Education
Concept Formation
Higher Education
Learning Processes
General Physics
Physics Education Research
Education Practices
Instructional Material Design
Education Foundations
Assessment
Relativity
Beyond Relativity
Education Foundations
Cognition
Cognitive Conflict
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https://dx.doi.org/10.1119/1.1509420Abstract
Previous research indicates that after standard instruction, students at all levels often construct a conceptual framework in which the ideas of absolute simultaneity and the relativity of simultaneity co-exist. We describe the development and assessment of instructional materials intended to improve student understanding of the concept of time in special relativity, the relativity of simultaneity, and the role of observers in inertial reference frames. Results from pretests and post-tests are presented to demonstrate the effect of the curriculum in helping students deepen their understanding of these topics. Excerpts from taped interviews and classroom interactions help illustrate the intense cognitive conflict that students encounter as they are led to confront the incompatibility of their deeply held beliefs about simultaneity with the results of special relativity.An article on the development and assessment of instructional materials intended to improve student understanding of the concept of time in special relativity, the relativity of simultaneity, and the role of observers in inertial reference frames. Results from pretests and post-tests are presented. Excerpts from taped interviews and classroom interactions help illustrate the intense cognitive conflict that students encounter as they are led to confront the incompatibility of their deeply held beliefs about simultaneity with the results of special relativity.
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Case StudyIdentifier
oai:compadre.org:2871http://dx.doi.org/10.1119/1.1509420
compadre.org:2871
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