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General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

机译：高中相对论：使用教育重建模型设计和评估在线学习环境

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Because of its abstract nature, Albert Einstein’s theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18–19?years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students’ learning from and interaction with the learning environment we analyzed focus group interviews and students’ oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.
机译：由于其抽象性质，爱因斯坦的广义相对论很少出现在学校物理课程中。尽管教育界已开始研究将广义相对论引入课堂的方法，但经过现场测试的教育材料却很少。利用教育重建模型，我们提供了一个协作的在线学习环境，该环境已在六个挪威高中物理课堂上介绍给了最后的学生（18-19岁）。基于设计的研究方法指导了学习资源的开发，这些资源的建立基于学习的社会文化观点和历史相对论教学的历史哲学方法。为了表征学生在学习环境中的学习以及与学习环境的互动，我们分析了焦点小组访谈以及学生对指定问题和讨论任务的口头和书面回应。我们的发现表明，不同层次的设计选择如何能够支持或阻碍对广义相对论的理解，从而导致设计原则的形成，有助于促进定性理解并鼓励协作学习。结果表明，高中生只要提供适当设计的学习资源，并通过与老师和同伴的互动充分学习，就能获得对广义相对论的定性理解。

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