{
  "annotation_id": "c28a90de-7cdd-458b-9429-92a3e075454d",
  "date_created": "2026-03-02T18:00:39.819000Z",
  "date_modified": "2026-03-02T18:00:39.819000Z",
  "file_hash": "c65e22b3eb677a5042f30047df9fc4b43b10d2e50cbe8a6b9506356b8a47f786",
  "private": false,
  "record": {
    "abstract": "This article reports on an investigation of student understanding of the\nconcept of time in special relativity. A series of research tasks are discussed\nthat illustrate, step-by-step, how student reasoning of fundamental concepts of\nrelativity was probed. The results indicate that after standard instruction\nstudents at all academic levels have serious difficulties with the relativity\nof simultaneity and with the role of observers in inertial reference frames.\nEvidence is presented that suggests many students construct a conceptual\nframework in which the ideas of absolute simultaneity and the relativity of\nsimultaneity harmoniously co-exist.",
    "arxiv_id": "physics/0207109",
    "authors": [
      "Rachel E. Scherr",
      "Peter S. Shaffer",
      "Stamatis Vokos"
    ],
    "categories": [
      "physics.ed-ph"
    ],
    "doi": "10.1119/1.1371254",
    "journal_ref": "Physics Education Research, American Journal of Physics\n  Supplement, 69, S24-35 (2001)",
    "title": "Student understanding of time in special relativity: simultaneity and   reference frames",
    "url": "https://arxiv.org/abs/physics/0207109"
  },
  "schema_id": "dorsal/arxiv",
  "source": {
    "execution_id": "77b1c8ce-698e-4cad-820d-191a258f3fb1",
    "id": "arXiv Dataset IDs",
    "type": "Model",
    "variant": "snapshot-2026-03-01",
    "version": "0.1.0"
  },
  "user_id": 1000002
}