Conceptualisation de la dilatation du temps à l’école secondaire

RICHARD GONZÁLEZ (Uruguay), MARÍA RITA OTERO, MARCELO ARLEGO (Argentina)

Abstract

This paper analyses the conceptualization of time dilation among Uruguayan secondary school students, using a constructivist teaching sequence to teach the Special Theory of Relativity (STR) in four physics courses. The framework of Vergnaud's Conceptual Field Theory is adopted, and a qualitative-interpretative methodology is used to identify operational invariants at four moments of each class based on the students' written, oral, gestural, and pictorial records. The results show that the situation considered is appropriate for conceptualizing time dilation

Keywords

Time dilation, Special Theory of Relativity, Conceptual Field Theory, conceptualization

DOI: https://doi.org/10.26220/rev.5518

View Counter: Abstract | 8 | times, and



Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Re S M ICT E | ISSN: 1792-3999 (electronic), 1791-261X (print) | Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

Pasithee | Library & Information Center | University of Patras