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Special Theory of Relativity, Conceptual Change and History of Science

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Abstract

The problem of the learning of Special Theory of Relativity by secondary and college students is analysed. It is stressed that the results of the studies which attempted to evaluate students' learning are ambiguous and intriguing. Also the history of the emergence and acceptance of the theory by the scientific community itself at the beginning of the 20th century is analysed. Three fundamental steps are described: a) the publication of Lorentz's Transformation Equations, their interpretation in the context of the Electron Theory and their consequent acceptance by the scientific community; b) the presentation by Einstein of two postulates, namely the Relativity Principle and Einstein's Principle of the Invariance of the Speed of Light, and their partial acceptance; c) the rejection of the Electron Theory and the final acceptance of the Theory of Relativity simultaneously with the development of the General Theory of Relativity. The analogy between historical and learning processes provides some suggestions to improve the teaching of the theory.

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Authors and Affiliations

  1. Instituto de Física, Universidade de São Paulo, Rua do Matão, Travessa R, 187, 01498-970, São Paulo, SP, Brasil

    Alberto Villani

  2. Departamento de Física, Universidade Estadual de Londrina, Caixa Postal 6001, 86055-900, Londrina, PR, Brasil

    Sergio M. Arruda

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  1. Alberto Villani
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  2. Sergio M. Arruda
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Villani, A., Arruda, S.M. Special Theory of Relativity, Conceptual Change and History of Science. Science & Education 7, 85–100 (1998). https://doi.org/10.1023/A:1008609018266

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