Keywords
Situated learning
University teaching
How to Cite
Abstract
This article analyses teaching practices in first-year physics from a situated learning perspective. Using a specific lecture in classical mechanics as a point of departure, it discusses the relationship between instructors, students, and the types of problems that dominate physics education. Busch argues that learning is not merely about the acquisition of concepts, but about the development of the capacity to act competently within disciplinary practices. The article challenges traditional views of physics teaching and invites readers to critically reflect on their own teaching roles. For KVANT’s readership, it offers a rare but important meta-perspective on the culture of physics education.
References
Busch, H., Kristiansen, K. R., et al. (2000). Practice-based learning in physics education. KVANT, no. 2.
Busch, H. (2001). Informal Learning in a Formal Educational System. NARST 2001 Annual Meeting, St. Louis, Missouri, USA.
FL1 (2000). Lecture no. 2, week 2, Physics I, University of Copenhagen.
http://heppcl3.nbi.dk:8080/ramgen/FysikI/FysikI-02-2.rm
FL2 (2000). Lecture no. 3, week 2, Physics II, University of Copenhagen.
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