Learning physics in context: a study of student learning (about electricity and magnetism)
This paper re-centres the discussion of student learning 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.
to request a copy send email: nfinkels@ucsd.edu
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