Model S2 as a Conceptual Support for the RSA

The double role of gravity (DRG) presents a known conceptual challenge when using the Rubber Sheet Analogy (RSA) to teach General Relativity (GR), as described by many scholars. This challenge may lead to difficulty for students to accept GR as a meaningful theory and may affect their confidence. Since attitude is considered crucial for conceptual change (as proposed in the DMCC framework), such confusion may also influence students’ motivation and engagement with the subject. The DRG can be resolved if the curvature in the RSA is removed; however, this would make it difficult to demonstrate how a planet moves - similar to the motion of a planet orbiting the Sun. To support the RSA and reduce this issue, we propose introducing the Smz-Table Model (Model S2) earlier in the learning process. Model S2 is proposed to support the development of Awareness 1 (A1) and Awareness 2 (A2), which may better prepare students for interpreting both the RSA and GR. By introducing Model S2 before the RSA, students may build a clearer conceptual foundation, and the combination of A1 and A2 may help reduce misconceptions and support understanding when the RSA is later demonstrated. Note that the RSA is already used internationally and is likely to become a standard tool for illustrating GR concepts. Previous studies suggest that many students find GR interesting. Reducing RSA-related learning difficulties may improve its acceptance.

Pre-university Physics, High-School Physics, General Relativity, Physics misconception, Physics Model Analogy, Conceptual understanding, Rubber Sheet Analogy (RSA)

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