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Relativity
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Relativity
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Results #1-#10 of 21
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1.
Teaching and learning special relativity theory in secondary and lower undergraduate education: A literature review
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P. Alstein, K. Krijtenburg-Lewerissa, and W. van Joolingen, Phys. Rev. Phys. Educ. Res.,
17
(2), 023101 (2021).
This review presents an overview and analysis of the body of research on special relativity theory (SRT) education at the secondary and lower undergraduate level. There is currently…
https://doi.org/10.1103/PhysRevPhysEducRes.17.023101
2.
A pilot study on draft tutorials for the metric in general relativity
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D. Syphers, PERC 2024 Proceedings, 420-425.
The metric tensor is a key concept in general relativity, necessary to describe black holes, gravitational waves, the expanding universe, and other interesting and important…
https://www.per-central.org/document/ServeFile.cfm?ID=16931&DocID=5998
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Student perspective of and experience with sense-making: a case study
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M. Lenz, K. Hahn, P. Emigh, and E. Gire, PERC 2017 Proceedings, 240-243.
One difference between expert and novice problem-solvers is their use of sense-making strategies. Sense-making while solving physics problems involves coordinating the use of…
https://www.per-central.org/document/ServeFile.cfm?ID=14615&DocID=4792
4.
Teaching Special Relativity Using Physlets®
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M. Belloni, W. Christian, and M. Dancy, Phys. Teach.,
42
(5), 284-290 (2004).
In a recent paper in this journal we presented work on the creation and use of Physlet-based exercises to teach physical and wave optics. Since then we have developed ready-to-run…
https://doi.org/10.1119/1.1737963
5.
Sensemaking in special relativity: developing new intuitions
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K. Hahn, P. Emigh, and E. Gire, PERC 2019 Proceedings, 196-201.
Special relativity is both exciting and challenging in that it requires developing new intuitions about relativistic situations. How can we help students make sense of special…
https://www.per-central.org/document/ServeFile.cfm?ID=15276&DocID=5187
6.
Oersted Lecture 2014: Physics education research and teaching modern Modern Physics
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D. Zollman, Am. J. Phys.,
84
(8), 573-580 (2016).
Modern Physics has been used as a label for most of physics that was developed since the discovery of X-rays in 1895. Yet, we are teaching students who would not use the label…
https://doi.org/10.1119/1.4953824
7.
Students’ understanding of non-inertial frames of reference
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S. Kuchemann, P. Klein, H. Fouckhardt, S. Gröber, and J. Kuhn, Phys. Rev. Phys. Educ. Res.,
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(1), 010112 (2020).
The concepts of the Coriolis and the centrifugal force are essential in various scientific fields and they are standard components of introductory physics lectures. In this paper, we…
https://doi.org/10.1103/PhysRevPhysEducRes.16.010112
8.
Alternative conceptions in Galilean relativity: distance, time, energy, and laws
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J. Ramadas, S. Barve, and A. Kumar, Int. J. Sci. Educ.,
18
(4), 463-477.
This is one in a series of three papers in which undergraduate students in India were asked questions about transformations between different frames. Both kinematical and dynamical…
https://doi.org/10.1080/0950069960180405
9.
Alternative Conceptions in Galilean Relativity: Inertial and Non-Inertial Observers
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J. Ramadas, S. Barve, and A. Kumar, Int. J. Sci. Educ.,
18
(5), 615-629.
This is one in a series of three papers in which undergraduate students in India were asked questions about transformations between different frames. Both kinematical and dynamical…
https://doi.org/10.1080/0950069960180509
10.
The challenge of changing deeply held student beliefs about the relativity of simultaneity
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R. Scherr, P. Shaffer, and S. Vokos, Am. J. Phys.,
70
(12), 1238-1248 (2002).
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…
https://doi.org/10.1119/1.1509420
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Results #1-#10 of 21
