  This work analyzes the difficulties in learning and teaching Einstein's
theory of special relativity. An extensive bibliographic review has been
performed, considering articles published in the most relevant journals on
science education, which were selected taking into account the following impact
factors: JCR, SJR, IN-RECS and ICDS. The typical thinking of students and
teachers is discussed pointing out that, occasionally, it does not befit the
proper scientific perspective. Different educational proposals are examined and
particular didactic implications are inferred. The conclusions of this inquiry
constitute the basis of a proposal that relies on a Minkowskian geometrical
formulation for teaching special relativity in upper secondary education.
