Introducing Special Relativity in Secondary Education

Abstract

Special relativity theory (SRT) is an iconic physics theory and prototypical for how new knowledge develops in this field. Therefore, learning SRT can be valuable for secondary school students. SRT was introduced in the Dutch pre-university level secondary physics curriculum (VWO) as an elective topic in 2013. However, learning relativistic concepts gives rise to some robust misconceptions and little is known on how to teach this topic at the secondary level. This research project aims to contribute to the scientific knowledge base of learning SRT in secondary physics education through the design and evaluation of a teaching and learning sequence (TLS). The first study deals with students’ pre-instructional reasoning on the light postulate, which states that the speed of light is the same regardless of the state of motion of its source or the observer. We developed a reasoning tool, the Event Diagram, that supports secondary students to perform relativistic thought experiments. We found that students used one of two different models for light propagation. Some of them switched models when they experienced a mismatch between different reference frames. The second study presents an educational reconstruction of SRT, yielding a TLS introducing the light postulate by presenting such a mismatch. Evaluation in small groups showed students developed confidence in the light postulate and used it to derive relativistic concepts. In the final study, the TLS was adapted for the classroom and evaluated in seven classes. Also in this context, the TLS resulted in productive reasoning with the light postulate.