Learning physics in context: a study of student learning about electricity and magnetism

Abstract

This paper re-centres the discussion of student learning in physics to focus on context. In order to do so, a theoretically-motivated understanding of context is developed. Given a well-defined notion of context, data from a novel university class in electricity and magnetism are analyzed to demonstrate the central and inextricable role of context in student learning. This work sits within a broader effort to create and analyze environments which support student learning in the sciences

36 pages, 4 Figures

Cited by in corpus (7)

• Sustaining Educational Reforms in Introductory Physics
• Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students
• Development of quantum perspectives in modern physics
• A Vision of Interdisciplinary Education: Students' Reasoning about "High-Energy Bonds" and ATP
• Framework of goals for writing in physics lab classes
• Secondary implementation of interactive engagement teaching techniques: Choices and challenges in a Gulf Arab context
• Can Contextualized Physics Problems Enhance Student Motivation? Uncovering a Student-Teacher Perception Gap through a Large-Scale Survey