Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- bring calculations back to the lived-in word
- relate very abstracted descriptions to very practical concerns
- keep power and energy separate, yet related
- keep calculations linked to physical concerns, showing what cannot happen
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:
- deal with power as that which accumulates energy
- separate descriptions that link snapshot to snapshot from descriptions of processes
- construct explanations in careful, explicit steps
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.