This review presents an overview and analysis of the body of research on special relativity theory (SRT) education at the secondary and lower undergraduate level. There is currently a growing international interest in implementing SRT in pre-university education as an introduction to modern physics. For this reason, insights into learning opportunities and challenges in SRT education are needed. The field of research in SRT education is still at an early stage, especially at the level of secondary education, and there is a shortage of empirical evaluation of learning outcomes. In order to guide future research directions, there is a need for an overview and synthesis of the results reported so far. We have selected 40 articles and categorized them according to reported learning difficulties, teaching approaches, and research tools. Analysis shows that students at all educational levels experience learning difficulties with the use of frames of reference, the postulates of SRT, and relativistic effects. In the reported teaching sequences, instructional materials, and learning activities, these difficulties are approached from different angles. Some teaching approaches focus on thought experiments to express conceptual features of SRT, while others use virtual environments to provide realistic visualization of relativistic effects. From the reported teaching approaches, three learning objectives can be identified: to foster conceptual understanding, to foster understanding of the history and philosophy of science, and to gain motivation and confidence toward SRT and physics in general. In order to quantitatively compare learning outcomes of different teaching strategies, a more thorough evaluation of assessment tools is required.

中文翻译：

---

中低本科教育狭义相对论的教与学：文献综述

本综述概述和分析了中学和低年级本科阶段狭义相对论 (SRT) 教育的研究主体。目前，国际上越来越关注在大学预科教育中实施 SRT 作为对现代物理学的介绍。因此，需要深入了解 SRT 教育中的学习机会和挑战。SRT教育的研究领域尚处于起步阶段，尤其是在中等教育层面，缺乏对学习成果的实证评价。为了指导未来的研究方向，需要对迄今为止报告的结果进行概述和综合。我们选择了 40 篇文章，并根据报告的学习困难、教学方法和研究工具对它们进行了分类。分析表明，所有教育水平的学生在使用参考框架、SRT 假设和相对论效应时都会遇到学习困难。在报告的教学序列、教材和学习活动中，这些困难是从不同的角度来解决的。一些教学方法侧重于思想实验来表达 SRT 的概念特征，而其他教学方法则使用虚拟环境来提供相对论效应的真实可视化。从报告的教学方法中，可以确定三个学习目标：促进概念理解，促进对科学历史和科学哲学的理解，以及获得对 SRT 和一般物理学的动力和信心。为了定量比较不同教学策略的学习成果，