This is the stuff of every teacher training course: “The most important single factor influencing learning is what the learner…
Visualising Abstract Concepts using 1D, 2D and 3D models – The Specific Heat Capacity of Aluminium
I wanted to give an example of how visualisations can be used to help learners get a deeper understanding of…
Is there evidence for using visual representations of abstract concepts (e.g. bar-model) in science? Yes – from maths
I have written a fair amount on visual representations of abstract physical quantities such as energy, power, current and momentum.…
Example of a CogSci Approach to Choosing and Using Science Texts
In my previous post (here), I linked the Learning Scientists strategies to choosing science texts for class. In this post…
Choose Texts Like A Cognitive Scientist
Choosing a text to use in science lessons can be tricky. If it is too hard, your students won’t learn…
Making The Abstract Visible – Momentum
Quick blog. Physics quantities are horribly (wonderfully) abstract: energy, forces, momentum…. If you could visualise them, they’d be easier to…
Three Effective and Efficient Reasons for Reading in Science Lessons
Being a good reader correlates with good performance in science. Well, it would wouldn’t it? Reading scores correlate well with…
The Impossibility of Reliable Setting by Ability
In principle, I don’t like the idea of setting by ability. It feels like segregation. But I also don’t like…
Kasetsu – a highlight from ASE
One of my joys at the ASE conference is meeting up with Japanese science teachers. I admire their work tremendously…
Super-Quick Update to Refutation Texts
Brilliant ASE conference! Loads of curriculum thinking. Disciplinary and substantive knowledge very important (see Counsell here). Charles Tracey (@physicsnews) suggested…
