Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- draw on learners experience of, and ideas about, their own actions and relate these to force
- explore and expose children's ideas about forces
- draw out children's everyday ideas about motion and the forces required
- introduce children to a new way of seeing—with forces
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:
- connect interactions between objects with the idea of a force
- represent objects simply, particularly extended objects
- adopt consistent conventions about where the arrows are drawn
- develop a consistent graphical language for your arrows, representing a force ontology
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.