Public and teacher response to Einsteinian physics in schools

Alexander Foppoli, Rahul Choudhary, David Blair, Tejinder Kaur, John Moschilla, Marjan Zadnik

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)


Einsteinian physics represents a distinct paradigm shift compared to Newtonian physics. There is worldwide interest in introducing Einsteinian physics concepts early in school curriculum and trials have demonstrated that this is feasible. However introducing Einsteinian concepts from an early age requires more than suitable curriculum and teaching resources - it also requires teacher training and public support. This paper describes a pilot study used in an attempt to gauge public and teacher support. This entailed giving teachers, who included the entire staff of a primary school, and self-selected family groups an in-depth understanding of proposed curriculum content through public outreach and professional development workshops. We assessed their attitudes through questionnaires. Comments and opinions from the public were also collected from online resources. Results show overwhelming support from both teachers and the public. We assessed attitudes of children as well as adults and obtained opinions regarding the appropriate age at which to begin to introduce Einsteinian concepts.

Original languageEnglish
Article number015001
JournalPhysics Education
Issue number1
Publication statusPublished - 1 Jan 2019


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