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A Comparison of Short and Long Einsteinian Physics Intervention Programmes in Middle School

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Abstract

The need to modernise school physics to encompass the fundamentals of Einsteinian physics is widely recognised. While the ability of students to comprehend qualitative Einsteinian concepts has been demonstrated, little information exists to determine the best student age and the duration of instruction required for introducing Einsteinian physics concepts. Here, we compare 1-day excursion-based interventions with longer 10- and 20-lesson interventions spread over 3 and 10 weeks, respectively. The programmes covered similar materials with quantitative evaluations for students in year 7 and 9 (13–15 years old). While short-duration interventions are shown to be adequate for introducing core concepts, the longer-duration interventions led to significantly improved uptake of derived concepts. Differences in uptake according to academic talent and gender were observed, particularly for derived concepts. The students tested had generally positive attitudes to science, which changed little during the interventions. The results provide valuable information for introducing Einsteinian physics at schools.

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Acknowledgements

This research was supported by a grant from the Australian Research Council (LP130100893), the Gravity Discovery Centre, the Graham Polly Farmer Foundation and the donor(s) to the projects. The authors are grateful to Ju Li, Ruby Chan, Warwick Mathews, Richard Meagher, all the relief teachers and students who participated in this study.

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  1. OzGrav-UWA, Department of Physics, The University of Western Australia, Perth, WA, 6009, Australia

    Rahul Choudhary, Alexander Foppoli, Tejinder Kaur, David Blair, Ron Burman & Marjan Zadnik

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  1. Rahul Choudhary
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  2. Alexander Foppoli
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  3. Tejinder Kaur
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Correspondence to Rahul Choudhary.

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Choudhary, R., Foppoli, A., Kaur, T. et al. A Comparison of Short and Long Einsteinian Physics Intervention Programmes in Middle School. Res Sci Educ 52, 305–324 (2022). https://doi.org/10.1007/s11165-020-09944-8

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