Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- develop precise descriptions, building on everyday experiences
- exploit the availability of technology such as videocameras to tell stories about motion and recording of motion
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:
- talk helpfully about clock time and duration
- separate instantaneous from average
- emphasise that all motion is relative motion
- exploit common patterns in thinking
- be clear about what is simply a convention, albeit a very useful one
- exploit clear diagrammatic conventions
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.