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Conceptualisation de la dilatation du temps à l’école secondaire

Year: 2025

Type: article

Abstract: 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

Source: Νημερτής

DOI: 10.26220/rev.5518

Authors: GONZÁLEZ (Uruguay), RICHARD, OTERO, MARÍA RITA, ARLEGO (Argentina), MARCELO

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W7128084814

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