Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- explore the connection between resultant force and change in motion
- draw out children's ideas about forces, persuading them to be explicit
- connect scientific ideas of motion to the ideas that children already have
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:
- move from a description of forces acting on an object to a prediction of the motion of that object
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.