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dc.date.accessioned2019-12-20T12:35:57Z
dc.date.available2019-12-20T12:35:57Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/10852/71817
dc.description.abstractAccording to Einstein, common sense is nothing more than a deposit of prejudices laid down in the mind before the age of eighteen. Even though experiments have repeatedly confirmed Einstein’s theories, physics education in schools continues to be dominated by a 19th-century point of view. Consequently, the theory of relativity still contradicts the common sense of many. Aiming to make general relativity a part of the intellectual equipment of young learners, this PhD-thesis contributes to the emerging field of Einsteinian Physics education. Proposing a way of turning general relativity into a subject area that can be taught at the secondary school level, this work presents an educational reconstruction of Einstein’s theory of gravity. The research-based development of a digital learning environment sets the stage for studies of student learning processes in general relativity. The recent birth of gravitational wave astronomy creates a fantastic vision of physics for the future. The findings of this research can help teachers and instructors bring this vision into science classrooms.en_US
dc.language.isoenen_US
dc.relation.haspartPaper I: Kersting, M., Henriksen, E. K., Bøe, M. V., & Angell, C. (2018). 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, 14(1), 010130-1-010130-18. doi:10.1103/PhysRevPhysEducRes.14.010130. The article is included in the thesis. Also available at: https://doi.org/10.1103/PhysRevPhysEducRes.14.010130
dc.relation.haspartPaper II: Kersting, M., & Steier, R. (2018). Understanding curved spacetime - the role of the rubber sheet analogy in learning general relativity. Science & Education, 27(7), 593–623. doi:10.1007/s11191-018-9997-4. The article is included in the thesis. Also available at: https://doi.org/ https://doi.org/10.1007/s11191-018-9997-4
dc.relation.haspartPaper III: Kersting, M. (2019). Free fall in curved spacetime - how to visualise gravity in general relativity. Physics Education, 54(3), 035008. doi:10.1088/1361-6552/ab08f5. The article is included in the thesis. Also available at: https://doi.org/10.1088/1361-6552/ab08f5
dc.relation.haspartPaper IV: Kersting, M. (2019). Navigating four dimensions – upper secondary students’ understanding of movement in spacetime, Journal of Physics: Conference Series 1287 012007. doi:10.1088/1742-6596/1287/1/012007. The article is included in the thesis. Also available at: https://doi.org/10.1088/1742-6596/1287/1/012007
dc.relation.haspartPaper V: Kersting, M. (in press). How History and Philosophy of Science Can Inform Teaching and Learning of General Relativity in Upper Secondary School. Proceedings of the Fifteenth Marcel Grossman Meeting on General Relativity, World Scientific, Singapore. To be published. The paper is not available in DUO awaiting publishing.
dc.relation.urihttps://doi.org/10.1103/PhysRevPhysEducRes.14.010130
dc.relation.urihttps://doi.org/ https://doi.org/10.1007/s11191-018-9997-4
dc.relation.urihttps://doi.org/10.1088/1361-6552/ab08f5
dc.relation.urihttps://doi.org/10.1088/1742-6596/1287/1/012007
dc.titleGeneral Relativity in Secondary School: Research-Based Development of Learning Resources and Analyses of Students’ Conceptual Understanding Using the Model of Educational Reconstructionen_US
dc.typeDoctoral thesisen_US
dc.creator.authorKersting, Magdalena
dc.identifier.urnURN:NBN:no-74935
dc.type.documentDoktoravhandlingen_US
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/71817/1/PhD-Kersting-2019.pdf


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