Teoría Especial de la Relatividad en la escuela secundariaperspectiva de los docentes y análisis de textos

Abstract

This paper analyzes the results of a survey carried out a decade after implementation of the last education reform with teachers working at high school level and the results are compared with those obtained in another survey conducted before the reform. The aim is to investigate the difficulties that have faced those who addressed in the classroom the Special Theory of Relativity, the previous concepts that are considered necessary for students to be learned and the texts usually that teachers consult to prepare lessons, as well as those who recommend to their students. In the case of teachers who have never developed the topic at the high school level, we analyze the issues they consider could be controversial from the point of view of teaching, learning and the texts they would consult both for the preparation of their classes as those who recommend students. The analysis is done from a historical, epistemological and didactic perspective. The results show that, in general, few teachers have addressed the TER, the textbook is the main teaching resource and those analyzed would not provide an approach to the theory in line with current proposals in the field of Nature of Science. The main difficulty for the students would be that they have not built meaningful concepts of classical mechanics.