{
  "annotation_id": "2622398d-0c8e-4ac8-a2b2-120afc801c4c",
  "date_created": "2026-03-02T18:00:57.288000Z",
  "date_modified": "2026-03-02T18:00:57.288000Z",
  "file_hash": "459c35cc76ea51fa75f87f75446e89be926ab5ba9fc6266b9fe7e7fb3a9a77e0",
  "private": false,
  "record": {
    "abstract": "This paper re-centres the discussion of student learning in physics to focus\non context. In order to do so, a theoretically-motivated understanding of\ncontext is developed. Given a well-defined notion of context, data from a novel\nuniversity class in electricity and magnetism are analyzed to demonstrate the\ncentral and inextricable role of context in student learning. This work sits\nwithin a broader effort to create and analyze environments which support\nstudent learning in the sciences",
    "arxiv_id": "physics/0505092",
    "authors": [
      "N. D. Finkelstein"
    ],
    "categories": [
      "physics.ed-ph"
    ],
    "doi": "10.1080/09500690500069491",
    "title": "Learning physics in context: a study of student learning about   electricity and magnetism",
    "url": "https://arxiv.org/abs/physics/0505092"
  },
  "schema_id": "dorsal/arxiv",
  "source": {
    "execution_id": "e728d916-02ff-41c8-930a-eae61052a8d5",
    "id": "arXiv Dataset IDs",
    "type": "Model",
    "variant": "snapshot-2026-03-01",
    "version": "0.1.0"
  },
  "user_id": 1000002
}