Enseñanza de la solución a la paradoja de los gemelos mediante relatividad especial usando instrucción entre pares

Abstract

In this work, a peer instruction microconference was designed and implemented, aimed at fostering the understanding of special relativity through the twin paradox problem. The didactic intervention approached the system from three perspectives: conceptual, relativistic Doppler effect, and Minkowski diagrams. This proposal was applied to undergraduate Degree in Physics students at Universidad Distrital Francisco José de Caldas during the 2025-1 academic term, specifically those enrolled in Modern Physics. The study revealed that the use of the microconference generated a medium learning gain according to Hake’s factor. Furthermore, the analysis based on the C vs. S graph proposed by Bao and Redish confirmed the presence of meaningful learning. Another relevant finding was attributed to students’ difficulty in accepting that a physical system can admit multiple compatible solutions within the framework of special relativity. Finally, an intentional reorganization of peer groups is recommended for future research in order to promote argumentative discrepancy and debate, thereby strengthening the development of correct physical models among students.