written by Noah D. Finkelstein

This paper re-centers the discussion of student learning to focus on context.  A theoretically-grounded understanding of context and the relation of context to student learning are developed.  This work argues for a contextual constructivist model of student learning, in order to support efforts in creating and analyzing environments that support student learning in physics.

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Published July 26, 2001
Last Modified March 7, 2009

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