Results in physics education research as lenses for analyzing textbooks, recognizing critical details and fostering thinking. The case of teaching/learning special relativity

The teaching of special relativity, both at the secondary school level and at the university level, is still strongly influenced by the approach designed by Resnick in 1968. This approach follows in some way the 1905 original paper of Einstein on “The electrodynamics of moving bodies” and it is stil...

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Autor principal: Levrini, Olivia
Formato: Artículo revista
Lenguaje:Español
Inglés
Publicado: Asociación de Profesores de Física de la Argentina 2014
Materias:
Relatividad especial
Libros de texto
Artículos originales
Enseñanza y Aprendizaje
Special Relativity
Textbooks
Original papers
Teaching and Learning
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/9514
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-9514
record_format ojs
spelling I10-R316-article-95142024-03-05T17:26:35Z Results in physics education research as lenses for analyzing textbooks, recognizing critical details and fostering thinking. The case of teaching/learning special relativity Resultados de la investigación en educación en física como lentes para analizar libros de texto, reconocer detalles críticos y promover el pensamiento. El caso especial de la enseñanza y el aprendizaje de la relatividad especial Levrini, Olivia Relatividad especial Libros de texto Artículos originales Enseñanza y Aprendizaje Special Relativity Textbooks Original papers Teaching and Learning The teaching of special relativity, both at the secondary school level and at the university level, is still strongly influenced by the approach designed by Resnick in 1968. This approach follows in some way the 1905 original paper of Einstein on “The electrodynamics of moving bodies” and it is still orienting, more or less explicitly, textbooks’ authors. In this paper I analyze how the educational tradition progressively transformed the presentation of the theory, from the original article to the current textbooks. In particular, I will show how such a transformation has progressively disregarded both critical details needed for understanding, and that interpretative dimension needed for making the approach comparable to other possible ones and, hence, needed for perceiving the cultural meaning of the theory. The analysis is carried out using results in Physics Education Research (PER) as lenses and it is intended to provide teachers with tips for reading in the lines of textbooks and for recognizing some implicit interpretative choices. La enseñanza de la relatividad especial, tanto a nivel de escuela secundaria como de universidad, se encuentra aún fuertemente influenciada por el abordaje diseñado por Resnick en 1968. Este abordaje sigue, de alguna manera, la publicación original de Einstein de 1905 sobre “La Electrodinámica de los Cuerpos en Movimiento” y orienta, de manera más o menos explícita, a los autores de libros de texto. En el presente trabajo analizo cómo la tradición educativa ha progresivamente transformado la presentación de la teoría, desde el artículo original hasta los textos actuales. En particular, mostraré cómo tal transformación ha progresivamente dejado de lado tanto detalles críticos necesarios para la comprensión, así como la dimensión interpretativa necesaria para que el abordaje sea comparable a otros y posibilitar así la percepción del significado cultural de la teoría. El análisis se lleva a cabo utilizando como lentes algunos resultados de la investigación en educación en Física (PER ), y pretende proveer a los docentes claves para leer “entre líneas” en los textos y reconocer algunas elecciones interpretativas en ellos implícitas. Asociación de Profesores de Física de la Argentina 2014-12-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/9514 10.55767/2451.6007.v26.n1.9514 Journal of Physics Teaching; Vol. 26 No. 1 (2014): July - December; 7-21 Revista de Enseñanza de la Física; Vol. 26 Núm. 1 (2014): Julio - Diciembre; 7-21 Revista de Enseñanza de la Física; v. 26 n. 1 (2014): Julho - Dezembro; 7-21 2250-6101 0326-7091 spa eng https://revistas.unc.edu.ar/index.php/revistaEF/article/view/9514/10289 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/9514/10288 Derechos de autor 2014 Olivia Levrini http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Español
Inglés
format Artículo revista
topic Relatividad especial
Libros de texto
Artículos originales
Enseñanza y Aprendizaje
Special Relativity
Textbooks
Original papers
Teaching and Learning
spellingShingle Relatividad especial
Libros de texto
Artículos originales
Enseñanza y Aprendizaje
Special Relativity
Textbooks
Original papers
Teaching and Learning
Levrini, Olivia
Results in physics education research as lenses for analyzing textbooks, recognizing critical details and fostering thinking. The case of teaching/learning special relativity
topic_facet Relatividad especial
Libros de texto
Artículos originales
Enseñanza y Aprendizaje
Special Relativity
Textbooks
Original papers
Teaching and Learning
author Levrini, Olivia
author_facet Levrini, Olivia
author_sort Levrini, Olivia
title Results in physics education research as lenses for analyzing textbooks, recognizing critical details and fostering thinking. The case of teaching/learning special relativity
title_short Results in physics education research as lenses for analyzing textbooks, recognizing critical details and fostering thinking. The case of teaching/learning special relativity
title_full Results in physics education research as lenses for analyzing textbooks, recognizing critical details and fostering thinking. The case of teaching/learning special relativity
title_fullStr Results in physics education research as lenses for analyzing textbooks, recognizing critical details and fostering thinking. The case of teaching/learning special relativity
title_full_unstemmed Results in physics education research as lenses for analyzing textbooks, recognizing critical details and fostering thinking. The case of teaching/learning special relativity
title_sort results in physics education research as lenses for analyzing textbooks, recognizing critical details and fostering thinking. the case of teaching/learning special relativity
description The teaching of special relativity, both at the secondary school level and at the university level, is still strongly influenced by the approach designed by Resnick in 1968. This approach follows in some way the 1905 original paper of Einstein on “The electrodynamics of moving bodies” and it is still orienting, more or less explicitly, textbooks’ authors. In this paper I analyze how the educational tradition progressively transformed the presentation of the theory, from the original article to the current textbooks. In particular, I will show how such a transformation has progressively disregarded both critical details needed for understanding, and that interpretative dimension needed for making the approach comparable to other possible ones and, hence, needed for perceiving the cultural meaning of the theory. The analysis is carried out using results in Physics Education Research (PER) as lenses and it is intended to provide teachers with tips for reading in the lines of textbooks and for recognizing some implicit interpretative choices.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2014
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/9514
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first_indexed 2024-09-03T20:37:32Z
last_indexed 2024-09-03T20:37:32Z
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