Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- avoid cluttering up learners with inappropriate ideas
- avoid unhelpful experiences
- avoid drowning in a sea of algebra or arithmetic
- keeping ideas of power, energy, charge and current separate
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:
- avoid using the unhelpful term
- introduce the idea of continuing (electrical) working whilst the loop is complete
- distinguish clearly between energy in stores (joule) and power in pathways (watt)
- consistently model series and parallel connections
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.