Bibliographic Details
| Title: |
Conceptualisation de la dilatation du temps à l'école secondaire. |
| Authors: |
GONZALEZ, RICHARD1,2 marlego@niecyt.exa.unicen.edu.ar, OTERO, MARIA RITA1,3 rgonzalez@niecyt.exa.unicen.edu.ar, ARLEGO, MARCELO1,3 rotero@exa.unicen.edu.ar |
| Source: |
Review of Science Mathematics & ICT Education. 2026, Vol. 20 Issue 1, p107-127. 21p. |
| Subject Terms: |
*Secondary education, *Physics education, *Qualitative research, *Constructivism (Education), Time dilation, Interpretation (Philosophy), Special relativity (Physics) |
| Geographic Terms: |
Uruguay |
| Abstract (English): |
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. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
Cet article analyse la conceptualisation de la dilatation du temps chez des élèves du secondaire uruguayens. Il utilise une séquence d'enseignement constructiviste pour enseigner la théorie de la relativité restreinte dans quatre cours de physique. Le cadre de la théorie conceptuelle des champs de Vergnaud est adopté, et une méthodologie qualitative-interprétative est utilisée pour identifier les invariants opératoires à quatre moments de chaque cours, à partir des enregistrements écrits, oraux, gestuels et picturaux des élèves. Les résultats montrent que la situation considérée est appropriée à la conceptualisation de la dilatation du temps. [ABSTRACT FROM AUTHOR] |
|
Copyright of Review of Science Mathematics & ICT Education is the property of Library & Information Center and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
