The Einstein-First project aims to change the paradigm of school science teaching through the introduction of modern Einsteinian concepts of space and time, gravity and quanta at an early age. These concepts are rarely taught to school students despite their central importance to modern science and technology. The key to implementing the Einstein-First curriculum is the development of appropriate models and analogies. This paper is the first part of a three-paper series. It presents the conceptual foundation of our approach, based on simple physical models and analogies, followed by a detailed description of the models and analogies used to teach concepts of general and special relativity. Two accompanying papers address the teaching of quantum physics (Part 2) and research outcomes (Part 3).
This paper reviews research results obtained from Einsteinian physics programs run by different instructors with Years 6, 9, 10 and 11 students using the models and analogies described in Parts 1 and 2. The research aimed to determine whether it is possible to teach Einsteinian physics and to measure the changes in students attitudes to physics engendered by introducing the modern concepts that underpin technology today. Results showed that students easily coped with the concepts of Einsteinian physics, and considered that they were not too young for the material presented. Importantly, in all groups, girls improved their attitude to physics considerably more than the boys, generally achieving near parity with the boys.
Newton described gravity as an attractive force between two masses but Einstein’s General Theory of Relativity provides a very different explanation. Implicit in Einstein’s theory is the idea that gravitational effects are the result of a distortion in the shape of space-time. Despite its elegance, Einstein’s concept of gravity is rarely encountered outside of an advanced physics course as it is often considered to be too complex and too mathematical. This paper describes a new conceptual and quantitative model of gravity based on General Relativity at a level most science students should be able to understand. The model illustrates geodesics using analogies with paths of navigation on the surface of the Earth. This is extended to space and time maps incorporating the time warping effects of General Relativity. Using basic geometry, the geodesic path of a falling object near the surface of the Earth is found. From this the acceleration of an object in free fall is calculated. The model presented in this paper can answer the question, ‘Why do things fall?’ without resorting to Newton’s gravitational force.
In most high school physics classes, gravity is described as an attractive force between two masses as formulated by Newton over 300 years ago. Einstein's general theory of relativity implies that gravitational effects are instead the result of a 'curvature' of space-time. However, explaining why things fall without resorting to Newton's gravitational force can be difficult. This paper introduces some simple graphical and visual analogies and models which are suitable for the introduction of Einstein's theory of general relativity at a high school level. These models provide an alternative to Newton's gravitational force and help answer the simple question: why do things fall? iopscience.org/ped
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.