How and why study the relativity of simultaneity in high school?

We analyse the results obtained by testing two situations teaching the relativity of simultaneity, in high school. These situations propose to use the classic sum of speeds and their non-use, to become aware of the implications of applying together, the first and second relativistic postulate. Events in inertial reference systems in relative motion were studied, where the simultaneity is lost according to the observer on the sidewalk, and not according to the one travelling on the train, different to the well-known problem proposed by Einstein reproduced mainly in texts. We study the protocols obtained in four 11th grade courses (15-16 years old) with 128 students from a public school in the Medellín city. The operative invariants used in both situations, as well as the argumentations they offer, emerged in the process. Results indicate that the proposed situations would produce the emergence and awareness of operatively invariants linked to Galileo's relativity, which would allow conceptualizing the relativity of simultaneity in secondary school.

• Fecha de publicación: 2019
• Institución: Universidad Distrital Francisco José de Caldas
• Repositorio: RIUD: repositorio U. Distrital
• Idioma: spa
• OAI Identifier: oai:repository.udistrital.edu.co:11349/19096
• Acceso en línea: https://revistas.udistrital.edu.co/index.php/GDLA/article/view/13929; http://hdl.handle.net/11349/19096
• Palabra clave: relativity of simultaneity; TCF; high school; STR; relatividad de la simultaneidad; TCC; escuela secundaria; TER; Relatividade da Simultaneidade; TCC; Ensino Médio; TER
• License: Derechos de autor 2019 Autor y Góndola. Enseñanza y Aprendizaje de las Ciencias