Article2005

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

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Science Education and Pedagogy Educational Methods and Outcomes Innovative Teaching Methods

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

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References

1989Situated Cognition and the Culture of Learning 1986Experience and Education 1973Review of research in education 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses 1990Apprenticeship in thinking: cognitive development in social context 1981Categorization and Representation of Physics Problems by Experts and Novices*1988Cognition in Practice 1982Accommodation of a scientific conception: Toward a theory of conceptual change

Cited by

2013Students' conceptual change in electricity and magnetism using simulations: A comparison of cognitive perturbation and cognitive conflict 2018Context characteristics and their effects on students’ situational interest in chemistry 2009A tool for changing the world: possibilities of cultural‐historical activity theory to reinvigorate science education 2014Primary Contextualization of Science Learning through Immersion in Content-Rich Settings

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