Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- distinguish between things that feel cold and things that are at a low temperature
- separate out the movement of energy from the movement of particles
- draw out pupils' reasoning about temperature and thermal energy
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:
- separate temperature and thermal energy
- avoid slogans such as
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.