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Supporting secondary school students' understanding of time dilation through simulation-based inquiry learning.

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Title: Supporting secondary school students' understanding of time dilation through simulation-based inquiry learning.
Authors: Alstein, Paul1 (AUTHOR) p.alstein@uu.nl, Krijtenburg-Lewerissa, Kim1 (AUTHOR), van Joolingen, Wouter Reinder1 (AUTHOR)
Source: International Journal of Science Education. Jun2026, Vol. 48 Issue 9, p1290-1310. 21p.
Subject Terms: *Simulation methods in education, *Inquiry-based learning, *Secondary school students, *Physics education, *Lesson planning, Time dilation, Special relativity (Physics), Foundationalism (Theory of knowledge)
Abstract: While time dilation is considered one of the most iconic outcomes of Einstein's special theory of relativity, it is widely recognised as a challenging topic in physics education. Rather than performing classroom experiments, students may explore time dilation by performing guided virtual experiments in a simulation environment. We describe the development of a 90-minute research lesson that aims to introduce time dilation through simulation-based inquiry learning. The research lesson was designed, performed, observed and evaluated collaboratively in a team of researchers and physics teachers, following the approach of Lesson Study. Results indicate that the simulation activities supported students in uncovering and specifying cognitive conflict, and that learning gains in the simulation activities were generalised and transferred in post-lesson activities. For many students, however, it was challenging to interpret and explain the simulations correctly, especially with regard to the relativistic behaviour of light. We conclude that a stronger emphasis on foundational concepts and operational definitions may be required for students to yield meaningful conceptual understanding from the simulation activities. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:While time dilation is considered one of the most iconic outcomes of Einstein's special theory of relativity, it is widely recognised as a challenging topic in physics education. Rather than performing classroom experiments, students may explore time dilation by performing guided virtual experiments in a simulation environment. We describe the development of a 90-minute research lesson that aims to introduce time dilation through simulation-based inquiry learning. The research lesson was designed, performed, observed and evaluated collaboratively in a team of researchers and physics teachers, following the approach of Lesson Study. Results indicate that the simulation activities supported students in uncovering and specifying cognitive conflict, and that learning gains in the simulation activities were generalised and transferred in post-lesson activities. For many students, however, it was challenging to interpret and explain the simulations correctly, especially with regard to the relativistic behaviour of light. We conclude that a stronger emphasis on foundational concepts and operational definitions may be required for students to yield meaningful conceptual understanding from the simulation activities. [ABSTRACT FROM AUTHOR]
ISSN:09500693
DOI:10.1080/09500693.2025.2453953