Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- make explicit connection to the work on levers
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:
- be systematic in your use of terms
- adopt helpful conventions
- relate the action of the machines to fundamental physics
- restrict the term
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.