Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- connect magnetic effects to permanent magnets
- show pupils how to
- keep magnetic effects separate from gravitational effects
- distinguish action at a distance from action by contact
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:
- introduce, discuss and use the idea of a field
- represent a pole
- account for north and south poles
- build a way of thinking about permanent magnets that supports pupils being able to make predictions
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.
This appears in Em01TL as Em01TLnugget01 in the full materials.