Journal Article Detail Page
written by
Sebastien Cormier and Richard N. Steinberg
A great deal has long been known about student difficulties connecting real-world experiences with what they are learning in their physics classes, making learning basic ideas of classical physics challenging. Understanding these difficulties has led to the development of many instructional approaches that have been shown to help students make connections to the real world, think constructively, and learn the material successfully. However, what happens when making connections to the real world is more complicated. It is one thing to try to figure out how pushing a block with a constant force leads to constant speed, but it is very different to try to build toward an understanding of time dilation. Do the same instructional approaches work here? Also, is it possible that improved instructional approaches lead to improved student approaches when trying to make sense of difficult and very unfamiliar material? In this paper we describe a unique opportunity to perform a controlled experiment by interviewing identical twin brothers working together to resolve the twin paradox. These were intelligent and articulate science students with similar backgrounds but with diverging undergraduate experiences. One happened to take traditional physics classes and the other happened to take classes designed through Physics Education Research.
The Physics Teacher: Volume 48, Issue 9, Pages 598-601
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=10595">Cormier, Sebastien, and Richard Steinberg. "The Twin Twin Paradox: Exploring Student Approaches to Understanding Relativistic Concepts." Phys. Teach. 48, no. 9, (December 1, 2010): 598-601.</a>
AIP Format
S. Cormier and R. Steinberg, , Phys. Teach. 48 (9), 598 (2010), WWW Document, (https://doi.org/10.1119/1.3517026).
AJP/PRST-PER
S. Cormier and R. Steinberg, The Twin Twin Paradox: Exploring Student Approaches to Understanding Relativistic Concepts, Phys. Teach. 48 (9), 598 (2010), <https://doi.org/10.1119/1.3517026>.
APA Format
Cormier, S., & Steinberg, R. (2010, December 1). The Twin Twin Paradox: Exploring Student Approaches to Understanding Relativistic Concepts. Phys. Teach., 48(9), 598-601. Retrieved November 1, 2024, from https://doi.org/10.1119/1.3517026
Chicago Format
Cormier, Sebastien, and Richard Steinberg. "The Twin Twin Paradox: Exploring Student Approaches to Understanding Relativistic Concepts." Phys. Teach. 48, no. 9, (December 1, 2010): 598-601, https://doi.org/10.1119/1.3517026 (accessed 1 November 2024).
MLA Format
Cormier, Sebastien, and Richard Steinberg. "The Twin Twin Paradox: Exploring Student Approaches to Understanding Relativistic Concepts." Phys. Teach. 48.9 (2010): 598-601. 1 Nov. 2024 <https://doi.org/10.1119/1.3517026>.
BibTeX Export Format
@article{
Author = "Sebastien Cormier and Richard Steinberg",
Title = {The Twin Twin Paradox: Exploring Student Approaches to Understanding Relativistic Concepts},
Journal = {Phys. Teach.},
Volume = {48},
Number = {9},
Pages = {598-601},
Month = {December},
Year = {2010}
}
Refer Export Format
%A Sebastien Cormier %A Richard Steinberg %T The Twin Twin Paradox: Exploring Student Approaches to Understanding Relativistic Concepts %J Phys. Teach. %V 48 %N 9 %D December 1, 2010 %P 598-601 %U https://doi.org/10.1119/1.3517026 %O application/pdf
EndNote Export Format
%0 Journal Article %A Cormier, Sebastien %A Steinberg, Richard %D December 1, 2010 %T The Twin Twin Paradox: Exploring Student Approaches to Understanding Relativistic Concepts %J Phys. Teach. %V 48 %N 9 %P 598-601 %8 December 1, 2010 %U https://doi.org/10.1119/1.3517026 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. This resource is stored in a shared folder. You must login to access shared folders. The Twin Twin Paradox: Exploring Student Approaches to Understanding Relativistic Concepts:
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Simultaneity Spacetime Diagram Model
This article is supplemented by the Simultaneity Spacetime Diagram model, a simulation that uses light-trajectories to show the effect of relative motion when observing (recording) events in special relativity. relation by Lyle BarbatoKnow of another related resource? Login to relate this resource to it. |
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