Navigating four dimensions – upper secondary students’ understanding of movement in spacetime

Research output: Contribution to journal › Conference article › Research › peer-review

Standard

Navigating four dimensions – upper secondary students’ understanding of movement in spacetime. / Kersting, Magdalena.

In: Journal of Physics: Conference Series, Vol. 1287, 012007, 2019.

Research output: Contribution to journal › Conference article › Research › peer-review

Harvard

Kersting, M 2019, 'Navigating four dimensions – upper secondary students’ understanding of movement in spacetime', Journal of Physics: Conference Series, vol. 1287, 012007. https://doi.org/10.1088/1742-6596/1287/1/012007

APA

Kersting, M. (2019). Navigating four dimensions – upper secondary students’ understanding of movement in spacetime. Journal of Physics: Conference Series, 1287, [012007]. https://doi.org/10.1088/1742-6596/1287/1/012007

Vancouver

Kersting M. Navigating four dimensions – upper secondary students’ understanding of movement in spacetime. Journal of Physics: Conference Series. 2019;1287. 012007. https://doi.org/10.1088/1742-6596/1287/1/012007

Author

Kersting, Magdalena. / Navigating four dimensions – upper secondary students’ understanding of movement in spacetime. In: Journal of Physics: Conference Series. 2019 ; Vol. 1287.

Bibtex

@inproceedings{dece0f0ab5e544639aecff8bba10253a,
title = "Navigating four dimensions – upper secondary students{\textquoteright} understanding of movement in spacetime",
abstract = "In contrast to classical physics, general relativity (GR) interprets gravity as geometry. Objects follow geodesic curves in four-dimensional spacetime and curvature creates the illusion of a gravitational force. Despite the scientific relevance of this theory, educational research in the domain of GR is scarce. This study contributes to a growing body of knowledge concerning secondary students' understanding of GR. Based on a thematic analysis of audio records of student discussions of 97 Norwegian physics students (18-19 years), we present results on students' understanding of geodesic movement in spacetime. Our findings can give guidance to improve learning and instruction of a key concept of GR at the upper secondary school level.",
author = "Magdalena Kersting",
year = "2019",
doi = "10.1088/1742-6596/1287/1/012007",
language = "English",
volume = "1287",
journal = "Journal of Physics: Conference Series",
issn = "1742-6588",
publisher = "Institute of Physics Publishing Ltd",

}

RIS

TY - GEN

T1 - Navigating four dimensions – upper secondary students’ understanding of movement in spacetime

AU - Kersting, Magdalena

PY - 2019

Y1 - 2019

N2 - In contrast to classical physics, general relativity (GR) interprets gravity as geometry. Objects follow geodesic curves in four-dimensional spacetime and curvature creates the illusion of a gravitational force. Despite the scientific relevance of this theory, educational research in the domain of GR is scarce. This study contributes to a growing body of knowledge concerning secondary students' understanding of GR. Based on a thematic analysis of audio records of student discussions of 97 Norwegian physics students (18-19 years), we present results on students' understanding of geodesic movement in spacetime. Our findings can give guidance to improve learning and instruction of a key concept of GR at the upper secondary school level.

AB - In contrast to classical physics, general relativity (GR) interprets gravity as geometry. Objects follow geodesic curves in four-dimensional spacetime and curvature creates the illusion of a gravitational force. Despite the scientific relevance of this theory, educational research in the domain of GR is scarce. This study contributes to a growing body of knowledge concerning secondary students' understanding of GR. Based on a thematic analysis of audio records of student discussions of 97 Norwegian physics students (18-19 years), we present results on students' understanding of geodesic movement in spacetime. Our findings can give guidance to improve learning and instruction of a key concept of GR at the upper secondary school level.

U2 - 10.1088/1742-6596/1287/1/012007

DO - 10.1088/1742-6596/1287/1/012007

M3 - Conference article

VL - 1287

JO - Journal of Physics: Conference Series

JF - Journal of Physics: Conference Series

SN - 1742-6588

M1 - 012007

ER -

ID: 359244968