Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- draw on everyday conversations about energy
- build on concerns about energy supply
- formalising the discourse about energy by connecting it to calculations
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:
- access values for energy
- emphasise the atemporal facet of energy: it's always stored
- distinguish between the physical descriptions of the lived-in world and the descriptions using the idea of energy
- build in the conservation of energy as an assumption in analysis
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.