Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- build on the helpful ideas present
- avoid injecting unhelpful lines of thinking
- construct a model of flow, relating this to current
- build on the idea that something is used up
- draw out, and challenge
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 a circuit loop as a single linked system
- focus on the steady-flow state, not on transients
- work practical experiences in with theoretical descriptions
- develop a toolkit to support pupils' reasoning about circuits
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.