Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement

Oct 15, 2026

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The study investigates prospective teachers’ comprehension of special relativity and examines how writing for learning influences achievement. A control group pre-test post-test quasi-experimental design was used, with data collected via open-ended questions developed by the researcher. The lesson began with a verbal-written explanation method; the experimental group then produced summaries explaining special relativity for high-school students. The control group solved course-book problems.

LanguageEnglish

CategoryExam

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Introduction

Special relativity background

Writing movements in curricula

Hypotheses about writing activities

Australian Journal of Teacher Education | Volume 37 | Issue 12 | Article 2 | | --- | --- | 2012 Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement Ali Yildiz Ataturk University, Erzurum, [ayildiz@atauni.edu.tr](ayildiz@atauni.edu.tr) Recommended Citation Yildiz, Ali (2012) "Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement,"Australian Journal of Teacher Education: Vol. 37: Iss. 12, Article 2. Available at: [http://ro.ecu.edu.au/ajte/vol37/iss12/2](http://ro.ecu.edu.au/ajte/vol37/iss12/2) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol37/iss12/2](http://ro.ecu.edu.au/ajte/vol37/iss12/2) Australian Journal of Teacher Education Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement Ali Yildiz Ataturk University, Erzurum Abstract: In the present study, the comprehension levels of special relativity theory in prospective teachers who take the Introduction to Modern Physics lesson in the faculty of education science teaching department and the effect of writing for learning on their achievement is researched. In the research, a control group pre-test post-test quasi experimental research model was used. Research data were obtained by using open-ended questions prepared by the researcher. The lesson was conducted in the beginning by using the verbal-written explanation method. Then each student in the experimental group wrote a summary which clearly explains the special relativity theory for a high school student within the framework of the writing for learning activity. By contrast, the control group students solved the problems related to the subject in the course book. A total of 73 students (51 female and 22 male) studying at the second grade in the 2011-2012 academic year participated in the study. The research findings showed that the comprehension levels of special relativity theory in prospective teachers were low; the result obtained by the qualitative and quantitative comparison of the post-test results of the experimental and control groups and their achievement percentage in the exam were in favor of the experimental group. Furthermore, 87.2% of the students who wrote down their opinions about the activity of writing for learning understood the special relativity theory; and the activity of writing for learning was effective in learning the special relativity theory. Introduction Special relativity is the theory put forward by Albert Einstein in 1905 and it examines the results of the non-existence of a universal reference system. There are two postulates which form the basis of special relativity theory. 1) Physics laws are expressed with the same equations in all the reference systems which move at a stable speed. 2) The speed of light in space (c =3 .108 m/s) is the same for every observer no matter its movement status (Beiser, 1995; Serway & Beichner, 2000; Yildiz, 2005) . Length, time and mass are relative according to special relativity theory. According to the theory, the length of a moving spacecraft looks shorter to a stable observer on earth in the direction of relative motion. The length of an object at a speed of 0.9c appears to be shortened as given in the Lorentz transformation at a rate of L/L0=(1-(0 .9c)2/c2) 1/2 =0 .436; 43 .6% as required by the L/L0=(1-(0 .9c)2/c2)1/2 equation (Beiser, 1995) . A moving clock seems to be working more slowly than another stable clock near the observer which is identical to the first one. If the time interval measured with a moving clock according to observer is t and the time interval measured with an identical stable clock near the observer is t0, the relation between them is given with the t=t0/(1-v2/c2)1/2 equation (Beiser, 1995; Serway & Beic

FAQs

What teaching approach was used for the experimental group?

Students in the experimental group wrote a summary that clearly explained special relativity for a high school student within a writing-for-learning activity framework.

How was the control group instructed during the lesson?

The control group students solved problems related to the topic using the course book.

What were the study’s main findings about comprehension and achievement?

Prospective teachers’ comprehension levels of special relativity were low, but post-test comparisons and exam achievement favored the experimental group; most students reported understanding the theory after the writing-for-learning activity.

Oct 15, 2026

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