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ABSTRACT:
A context-based approach to physics was introduced in Victoria in the early 1990s. This important
innovation was intended to address a number of problems that had been identified in physics education. However, there has been little investigation of the impact of the approach on either teachers' practice or students' experiences of physics. This paper presents a case study of an experienced teacher, exploring how she understands what it means to teach physics 'in context' and how her understanding shapes her classroom practice.
INTRODUCTION
Background to the research project
The Physics Study for the Victorian Certificate of Education prescribes a 'context-based approach' to the teaching and learning of physics at years 11 and 12. Thus, in addition to the physics content to be covered, the course description specifies particular contexts in which the physics is to be studied (Victorian Board of Studies, 1999). For example, in the topic of Movement in year 11, covering standard introductory kinematics and mechanics, teachers are instructed to choose one of three contexts: 'On you own two feet', 'Wheels' or 'From Aristotle to Newton and beyond'. In year 12 the constraints of an externally set examination have resulted in only a single context being prescribed. For the year 12 topic of Motion, which expands on the year 11 content, the context specified is 'Transport and safety'. Prior to 2000, teachers were able to choose either 'Transport and safety' or 'Sport and dance'.
The introduction of the context-based approach represented an important innovation, intended to address a number of problems that had been identified in physics education. These problems included poor participation rates, especially among females; widespread perceptions among students that the subject is excessively difficult, irrelevant and boring; and extensive evidence that students are generally unable to correctly apply the concepts of physics to common everyday situations. However, to date there has been no investigation of the impact of the context-based approach on either students' perceptions of physics or the quality of the learning outcomes. Indeed little is known about even such basic questions as how teachers are interpreting what it means to teach physics 'in context', and how their interpretations affect their classroom practice. Wilkinson (Wilkinson, 1999) used a questionnaire to survey a self-selected sample of...