General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction
Because of its abstract nature, Albert Einstein’s theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the mode...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
American Physical Society
2018-05-01
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| Series: | Physical Review Physics Education Research |
| Online Access: | http://doi.org/10.1103/PhysRevPhysEducRes.14.010130 |
| _version_ | 1818734057423372288 |
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| author | Magdalena Kersting Ellen Karoline Henriksen Maria Vetleseter Bøe Carl Angell |
| author_facet | Magdalena Kersting Ellen Karoline Henriksen Maria Vetleseter Bøe Carl Angell |
| author_sort | Magdalena Kersting |
| collection | DOAJ |
| description | Because of its abstract nature, Albert Einstein’s theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18–19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students’ learning from and interaction with the learning environment we analyzed focus group interviews and students’ oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers. |
| first_indexed | 2024-12-17T23:59:18Z |
| format | Article |
| id | doaj.art-d6bbb083e0a84384a3694577b61986cd |
| institution | Directory Open Access Journal |
| issn | 2469-9896 |
| language | English |
| last_indexed | 2024-12-17T23:59:18Z |
| publishDate | 2018-05-01 |
| publisher | American Physical Society |
| record_format | Article |
| series | Physical Review Physics Education Research |
| spelling | doaj.art-d6bbb083e0a84384a3694577b61986cd2022-12-21T21:27:59ZengAmerican Physical SocietyPhysical Review Physics Education Research2469-98962018-05-0114101013010.1103/PhysRevPhysEducRes.14.010130General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstructionMagdalena KerstingEllen Karoline HenriksenMaria Vetleseter BøeCarl AngellBecause of its abstract nature, Albert Einstein’s theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18–19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students’ learning from and interaction with the learning environment we analyzed focus group interviews and students’ oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.http://doi.org/10.1103/PhysRevPhysEducRes.14.010130 |
| spellingShingle | Magdalena Kersting Ellen Karoline Henriksen Maria Vetleseter Bøe Carl Angell General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction Physical Review Physics Education Research |
| title | General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction |
| title_full | General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction |
| title_fullStr | General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction |
| title_full_unstemmed | General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction |
| title_short | General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction |
| title_sort | general relativity in upper secondary school design and evaluation of an online learning environment using the model of educational reconstruction |
| url | http://doi.org/10.1103/PhysRevPhysEducRes.14.010130 |
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