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The Physics Teacher
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
Subjects ADS Supplements Resource Types
Education Foundations
- Student Characteristics
Education Practices
- Pedagogy
Relativity
- Special Relativity
= Time Dilation
- Reference Material
= Research study
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© 2010 American Association of Physics Teachers
DOI:
10.1119/1.3517026
PACSs:
01.50.Kw
01.40.Ha
Keywords:
Instructional Methods, Twin Paradox
Record Creator:
Metadata instance created January 23, 2011 by Lyle Barbato
Record Updated:
January 20, 2012 by Vince Kuo
Last Update
when Cataloged:
December 1, 2010
Other Collections:

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Record Link
AIP Format
S. Cormier and R. Steinberg, Phys. Teach. 48 (9), 598 (2010), WWW Document, (http://dx.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), <http://dx.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 July 29, 2014, from http://dx.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, http://dx.doi.org/10.1119/1.3517026 (accessed 29 July 2014).
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. 29 July 2014 <http://dx.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 http://dx.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 http://dx.doi.org/10.1119/1.3517026


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The Twin Twin Paradox: Exploring Student Approaches to Understanding Relativistic Concepts:

Is Supplemented By 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 Barbato

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