How do we manage our working memories?

According to Cognitive Load Theory (CLT), we solve problems using our working memories. Once our working memories are confronted with … More

Where Does Enquiry Belong?

Short answer: in science lessons, use enquiry once pupils already know the content.  You might ask: Why use a pedagogical … More

The Problem Solving Methods Learners Use – and How to Develop Them

Solving problems, especially in physics, has been well studied (e.g. Larkin, McDermott, Simon and Simon 1980: here and Chi, Glaser … More

Visible Physics – My ASE Presentation

Many thanks to everyone who came. I really enjoyed it and am grateful to colleagues who chose to come. I … More

How Seductive Details Do Their Damage

I have been doing my homework on using images for learning and found this great 1997 paper by Harp and … More

My ASE Talk January 10th 2019 – How to Teach Problem Solving in Science (with added Bar-Models!)

I have planned the outline of my ASE Annual Conference talk (Thursday 12.00). It may develop a little, but the … More

Applying Efrat Furst’s Model of Building Long-Term Memory Representations

One of the challenges facing teacher is to know when to apply specific tasks to support long-term learning. I have … More

Using Visual Representations to Help Solve Abstract Physics Problems

By year 6, pupils are skilled mathematical problem solvers. They can solve multi-step questions involving abstract concepts. This sounds like … More

Can the Singapore Bar-Model Reduce Cognitive Load in Physics?

I was convinced by the Singapore bar-model when I invigilated the 2016 Key Stage 2 maths reasoning exam. One of … More

Using Physics Questions to Build Problem Solving, Literacy and Knowledge.

A few weeks ago I observed an English teacher pull a sentence apart. A line from Romeo and Juliette was … More