English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The theme of the World Conference on Physics Education 2012 is "Context,Culture, and Representations." In this talk I present a brief outline of atheoretical framework that allows us to discuss these issues using a modelbased in psychology and sociology: the resources framework. The frameworkbrings together a model of individual behavior based on brain function with amodel of how the behavior of an individual is controlled by the individual'sperception of the social context they find themselves in. This control processis the process I refer to as "framing". In the paper I give three experimentsthat the reader can carry out for themselves that illustrate the basicprinciples of the framework. I then discuss a number of specific examplesshowing how framing can have powerful effects leading to context dependence andcultural responses at a variety of levels and grain sizes. One such is theimpact of differences between the epistemological stances of physics andbiology on the creation of a reformed physics class for biology students.

The role of context and culture in teaching physics: The implication of disciplinary differences