Design, analysis and reformulation of a didactic sequence for teaching the special theory of relativity in high school

In this work, we design, implement and analyze a didactic sequence for the teaching of the basic topics of special relativity theory in high school. The sequence proposes a series of situations, specially designed to allow the emergence of the central aspects of special relativity. The conceptualiza...

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Autores principales:	Otero, María Rita, Arlego, Marcelo José Fabián, Prodanoff, Fabiana
Formato:	Articulo
Lenguaje:	Inglés
Publicado:	2015
Materias:	Física Ciencias de la Educación High school teaching Physics didactics Special relativity Theory of conceptual fields
Acceso en línea:	http://sedici.unlp.edu.ar/handle/10915/86470
Aporte de:	SEDICI (UNLP) de Universidad Nacional de La Plata

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institution	Universidad Nacional de La Plata
institution_str	I-19
repository_str	R-120
collection	SEDICI (UNLP)
language	Inglés
topic	Física Ciencias de la Educación High school teaching Physics didactics Special relativity Theory of conceptual fields
spellingShingle	Física Ciencias de la Educación High school teaching Physics didactics Special relativity Theory of conceptual fields Otero, María Rita Arlego, Marcelo José Fabián Prodanoff, Fabiana Design, analysis and reformulation of a didactic sequence for teaching the special theory of relativity in high school
topic_facet	Física Ciencias de la Educación High school teaching Physics didactics Special relativity Theory of conceptual fields
description	In this work, we design, implement and analyze a didactic sequence for the teaching of the basic topics of special relativity theory in high school. The sequence proposes a series of situations, specially designed to allow the emergence of the central aspects of special relativity. The conceptualization process is investigated from the point of view of the theory of conceptual fields of Vergnaud. By means of a careful analysis of classroom student productions we detect the key theorems-in-action they use, evidencing that most of conceptual errors are of pre-relativistic nature. This leads us to a reformulation of the sequence, which promotes the conceptualization of Galilean relativity and the principles of the special relativity. This previous step aims at bringing to students a firm basis to address the more complex aspects of the subject.
format	Articulo Articulo
author	Otero, María Rita Arlego, Marcelo José Fabián Prodanoff, Fabiana
author_facet	Otero, María Rita Arlego, Marcelo José Fabián Prodanoff, Fabiana
author_sort	Otero, María Rita
title	Design, analysis and reformulation of a didactic sequence for teaching the special theory of relativity in high school
title_short	Design, analysis and reformulation of a didactic sequence for teaching the special theory of relativity in high school
title_full	Design, analysis and reformulation of a didactic sequence for teaching the special theory of relativity in high school
title_fullStr	Design, analysis and reformulation of a didactic sequence for teaching the special theory of relativity in high school
title_full_unstemmed	Design, analysis and reformulation of a didactic sequence for teaching the special theory of relativity in high school
title_sort	design, analysis and reformulation of a didactic sequence for teaching the special theory of relativity in high school
publishDate	2015
url	http://sedici.unlp.edu.ar/handle/10915/86470
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Design, analysis and reformulation of a didactic sequence for teaching the special theory of relativity in high school

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