This paper re-centres the discussion of student learning in physics to focus
on context. In order to do so, a theoretically-motivated understanding of
context is developed. Given a well-defined notion of context, data from a novel
university class in electricity and magnetism are analyzed to demonstrate the
central and inextricable role of context in student learning. This work sits
within a broader effort to create and analyze environments which support
student learning in the sciencesComment: 36 pages, 4 Figure