[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594502-105":59,"doc-detail-594502-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","prospective-teachers-comprehension-levels-of-special-relativity-theory-and-the-effect-of-writing-for-learning-on-achievement","Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement","","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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/prospective-teachers-comprehension-levels-of-special-relativity-theory-and-the-effect-of-writing-for-learning-on-achievement/594502/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/prospective-teachers-comprehension-levels-of-special-relativity-theory-and-the-effect-of-writing-for-learning-on-achievement/594502.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What teaching approach was used for the experimental group?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the control group instructed during the lesson?",{"text":117,"@type":113},"The control group students solved problems related to the topic using the course book.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the study’s main findings about comprehension and achievement?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594502,1792189121,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Teacher Education  \n\n| Volume 37 | Issue 12 | Article 2 |\n| --- | --- |\n\n2012  \nProspective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement  \nAli Yildiz  \nAtaturk University, Erzurum, [ayildiz@atauni.edu.tr](ayildiz@atauni.edu.tr)  \nRecommended Citation  \nYildiz, 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.  \nAvailable at: [http://ro.ecu.edu.au/ajte/vol37/iss12/2](http://ro.ecu.edu.au/ajte/vol37/iss12/2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol37/iss12/2](http://ro.ecu.edu.au/ajte/vol37/iss12/2)  \nAustralian Journal of Teacher Education  \nProspective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement  \nAli Yildiz  \nAtaturk University, Erzurum  \nAbstract: In the present study, the comprehension levels of special  \nrelativity theory in prospective teachers who take the Introduction to  \nModern Physics lesson in the faculty of education science teaching  \ndepartment and the effect of writing for learning on their achievement  \nis researched. In the research, a control group pre-test post-test quasi  \nexperimental research model was used. Research data were obtained  \nby using open-ended questions prepared by the researcher. The lesson  \nwas conducted in the beginning by using the verbal-written explanation method. Then each student in the experimental group wrote a summary  \nwhich clearly explains the special relativity theory for a high school  \nstudent within the framework of the writing for learning activity. By  \ncontrast, the control group students solved the problems related to the  \nsubject in the course book. A total of 73 students (51 female and 22  \nmale) studying at the second grade in the 2011-2012 academic year  \nparticipated in the study. The research findings showed that the  \ncomprehension levels of special relativity theory in prospective  \nteachers were low; the result obtained by the qualitative and  \nquantitative comparison of the post-test results of the experimental and  \ncontrol groups and their achievement percentage in the exam were in  \nfavor of the experimental group. Furthermore, 87.2% of the students  \nwho wrote down their opinions about the activity of writing for learning  \nunderstood the special relativity theory; and the activity of writing for  \nlearning was effective in learning the special relativity theory.  \nIntroduction  \nSpecial 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","cbCaihah8hP13LPh","https://ap.wps.com/l/cbCaihah8hP13LPh","pdf",114516,15,"English","# Introduction\n## Special relativity background\n## Writing movements in curricula\n## Hypotheses about writing activities","[{\"question\":\"What teaching approach was used for the experimental group?\",\"answer\":\"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.\"},{\"question\":\"How was the control group instructed during the lesson?\",\"answer\":\"The control group students solved problems related to the topic using the course book.\"},{\"question\":\"What were the study’s main findings about comprehension and achievement?\",\"answer\":\"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.\"}]","Prospective Teachers' Comprehension Levels of Special Relativity Theory and the Effect of Writing for Learning on Achievement | PDF",1792079278,38]