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Results #1-#10 of 19
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1.
How students learn from multiple contexts and definitions: Proper time as a coordination class
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O. Levrini and A. diSessa, Phys. Rev. ST Phys. Educ. Res.,
4
(1), 010107 (2008).
This article provides an empirical analysis of a single classroom episode in which students reveal difficulties with the concept of proper time in special relativity but slowly make…
https://doi.org/10.1103/PhysRevSTPER.4.010107
2.
An Investigation of Student Understanding of Basic Concepts in Special Relativity
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R. Scherr -
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This dissertation reports on a systematic investigation of student understanding of the concepts of time and space in special relativity. During the investigation we have identified…
https://www.per-central.org/document/ServeFile.cfm?ID=4773&DocID=213
3.
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
4.
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
5.
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
6.
A case study of conceptual change in special relativity: the influence of prior knowledge in learning
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P. Hewson, Eur. J. Sci. Educ.,
4
(1), 61-78.
Results of a case study (one graduate physics tutor) demonstrate that a person's conceptions, which include metaphysical commitments, play a significant role in the way s/he…
https://doi.org/10.1080/0140528820040108
7.
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
8.
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
9.
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
10.
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
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Results #1-#10 of 19
