The theme of the World Conference on Physics Education 2012 is "Context, Culture, and Representations." In this talk I present a brief outline of a theoretical framework that allows us to discuss these issues using a model based in psychology and sociology: the resources framework. The framework brings together a model of individual behavior based on brain function with a model of how the behavior of an individual is controlled by the individual's perception of the social context they find themselves in. This control process is the process I refer to as "framing". In the paper I give three experiments that the reader can carry out for themselves that illustrate the basic principles of the framework. I then discuss a number of specific examples showing how framing can have powerful effects leading to context dependence and cultural responses at a variety of levels and grain sizes. One such is the impact of differences between the epistemological stances of physics and biology on the creation of a reformed physics class for biology students.
Faculty Orientations Shape Adoption of AI in Research and Teaching
Tufts University（塔夫茨大学）；University of Tennessee, Knoxville（田纳西大学诺克斯维尔分校）；Barnard College（巴纳德学院）；NC State University（北卡罗来纳州立大学）；University of North Carolina Charlotte（北卡罗来纳大学夏洛特分校）
Report on a Boston University Conference December 7-8, 2012 on 'How Can the History and Philosophy of Science Contribute to Contemporary U.S. Science Teaching?'
From Novice to Expert in Cloud Physics: a Network-Based Analysis of Learner Understanding
University of Bergen（卑尔根大学）；Geophysical Institute, University of Bergen（卑尔根大学地球物理研究所）；Bjerknes Centre for Climate Research（比尔克内斯气候研究中心）；Department of Physics and Technology, University of Bergen（卑尔根大学物理与技术系）
