There's a good chance you could improve your teaching if you were to:
- Using and sharing an effective toolkit for thinking about circuits that allows you to make predictions
- Connecting thinking about your toolkit to choices made in assembling circuits on the benchtop
- interpreting equations as relationships between physical quantities
- giving a physical interpretation to equations
- using a range of representations to relate physical quantities (diagrams, words, mathematics, apparatus)
Work through the Physics Narrative to find these lines of thinking worked out and then look in the Teaching Approaches for some examples of activities.
- encouraging the
dash to the formula
- using triangles to rearrange equations
- relying on rote substitutions into formulae
- using an incoherent set of ad-hoc rules and metaphors, each of restricted validity
These difficulties are distilled from: the research findings; the practice of well-connected teachers with expertise; issues intrinsic to representing the physics well.
This appears as Ee01TL as Ee01TLnugget16 in the full materials.