‘I loved exploring a new dimension of reality’ – a case study of middle-school girls encountering Einsteinian physics in the classroom

Abstract

In recent years, the science education research community has become increasingly interested in the learning domain of Einsteinian physics (EP). While the literature has provided accounts of how EP education can impact secondary and undergraduate students' attitudes and engagement with physics, we still lack such research with younger students. This exploratory case study addresses this need and adds to our knowledge of how middle-school girls' experience EP in the classroom. We report on an EP programme run with 39 girls (14-15 years) in an independent day and boarding school in Australia. Based on a phenomenographic analysis of focus group interviews and open-ended questionnaires, we document the range of students' experiences of EP. The analysis revealed three categories of description that correspond to a personal, scientific, and holistic way of experiencing EP. These experiences influence the girls' perception of and orientation to physics by increasing interest in physics, challenging traditional stereotypes, and showing future possibilities such as career paths in science. Our findings inform a discussion about improving instructional practices in science classrooms to realise the full potential of EP education. Furthermore, our study adds to a growing body of research that aims to foster middle-school girls' interest in physics.

Invisible women: Gender representation in high school science courses across Australia

“…However, as mentioned, there is little evidence supporting the use of such a pedagogy (Keast, 2022; Parks, 2020). Indeed, recent research has shown that introducing general relativity physics to primary and middle school students through simple and explicit strategies has improved participation and perception of concepts traditionally thought of as complex and mathematical as long as 10 years after the initial intervention (Adams et al, 2021; Kersting et al, 2021). In particular, the introduction of general relativity (instead of classical mechanics) to middle-school girls has shown an increase in the perception of an interest in physics by female students (Kaur et al, 2020; Kersting et al, 2021).…”

“…Indeed, recent research has shown that introducing general relativity physics to primary and middle school students through simple and explicit strategies has improved participation and perception of concepts traditionally thought of as complex and mathematical as long as 10 years after the initial intervention (Adams et al, 2021; Kersting et al, 2021). In particular, the introduction of general relativity (instead of classical mechanics) to middle-school girls has shown an increase in the perception of an interest in physics by female students (Kaur et al, 2020; Kersting et al, 2021). The introduction of relativistic physics to younger age groups before the introduction of traditional classical physics goes against the typical chronological pedagogy.

Figure 4.Percentage of scientists from each region/continent mentioned across curricula in Australia.

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A case for conceptual approaches in general relativity education

“…Not least, my research suggests that conceptual approaches may foster motivation and interest in physics and astronomy (Kersting et al, , 2021. Paying attention to qualitative reasoning in GR can serve the more intangible purpose of exposing students to our current best understanding of the universe early, thereby stimulating a life-long love of science and possibly future careers in science.…”

Making an IMPRESSion: mapping out future directions in modern physics education

“…In parallel, physics education researchers study students' learning processes, conceptual understanding, and attitudes that feed into the development and continuous refinement of these resources (e.g. [23][24][25][26][27][28][29][30][31][32][33]). The result is an active and stimulating field: modern physics education.…”