Learning Physics in Context: A study of student learning about electricity and magnetism

By Noah Finkelstein. 2005

134 citations recorded by the source corpus.

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 analysed to demonstrate the central and inextricable role of context in student learning. This work sits within a broader effort to create and analyse environments that support student learning in the sciences.

Subfields: Education, Management, Monitoring, Policy and Law, Statistical and Nonlinear Physics

View Paper: https://www.semanticscholar.org/paper/22f043f2efcb6084eeef1c355720849549b3e929

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In Education

In Management, Monitoring, Policy and Law

S. Pollock

In Statistical and Nonlinear Physics

Citations in the corpus

Replicating and understanding successful innovations: Implementing tutorials in introductory physics (2005, methodology): “A useful tool for identifying a particular level or scope of activity that shapes the success of Tutorials is the notion of frames of context.[13] We might examine any number of frames: the tightest framing a student engaged in particular task, such as a student predicting the direction of an accel”
Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature (2011, background): “extra-individual distinction) has previously been proposed (Bronfenbrenner, 1979; Cole, 1996; Finkelstein, 2005).”