Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- distinguish between stars, planets and other astronomical objects
- make the scales of distances and times meaningful
- avoid getting buried in the history
- enliven the physics using the history
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:
- make older theories intelligible and credible
- link how we know to what we know
- present a credible, yet lightweight, philosophy of physics
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.