Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- draw out the ideas that students use to make predictions
- separate ideas of current and voltage, met previously
- connect calculations done to ideas used to account for the circuits
- reinforce the difference between series and parallel connections in circuits
These are all related to findings about children's ideas from research. The teaching activities will provide some suggestions. So will colleagues, near and far.
Focusing on the physics:
Representing–noticing–recording. How to:
- emphasise the necessity of representing the complete loop as a connected system
- link the phenomena to the toolkits that you use to make predictions
- make the tookits evidently intelligible and fruitful
- use teaching models systematically
- give physical reasons for changes in current as the circuit is altered
Connecting what is experienced with what is written and drawn is essential to making sense of the connections between the theoretical world of physics and the lived-in world of the children. Don't forget to exemplify this action.