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Results #1-#10 of 18
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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.compadre.org/PER/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.
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.compadre.org/PER/document/ServeFile.cfm?ID=15276&DocID=5187
8.
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
9.
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
10.
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.compadre.org/PER/document/ServeFile.cfm?ID=14615&DocID=4792
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Results #1-#10 of 18
