Probing students’ understanding of Einsteinian physics concepts: a study in primary and secondary Greek schools

Abstract

Abstract Internationally, the need to modernize school curricula and introduce the concepts of modern physics into schools has been accepted in recent years. Research on introducing Einsteinian physics (EP) to the most effective school age is lagging. The present study aims to evaluate a short intervention in Einstein’s physics and determine the school level at which the concepts of EP are optimally comprehended. Therefore, a teaching intervention was carried out to 325 Greek students; 83 students in 6th grade (11–12 years old), 116 students in 9th grade (14–15 years old), and 126 students in 11th grade (16–17 years old). All students completed pre—and post—conceptual and attitudinal questionnaires. According to data analysis, the conceptual performance of students concerning EP improved significantly. In concrete, students of 11th grade have exceeded the conceptual scores, compared with general changes identified to the majority of school grades. Moreover, the study participants had a positive attitude towards science, mostly towards Einstein’s physics, before the teaching intervention, which remained at a high level after the intervention. The study generates useful results for introducing modern physics in primary and secondary education.