Yesterday I wrote about the importance of physical, experiential knowlegde of physics: a sense of forces and flow; of motion…
A Visceral Hinterland in Physics
Underneath it all, physicists think with their bodies. They know what it feels like. Einstein described his approach to problem-solving…
A Short Booklet on What Research Says About Using Visuals in Teaching
Dear all, I have been thinking hard (and reading a lot) about using visualisations in class. Here is a booklet…
Communicating Physics in the Grid
Last weekend, my friend, a graphic designer, recommended this book by Joseph Muller-Brockman. It’s central message is that text and…
How To Draw Like a Physicist
Physicists are often mocked for their drawing skills – they are misunderstood. You too can draw like a physicist using…
Solving Problems with Diagrams
When physicists are presented with a problem, they reach for a pen and scrap of paper. Sometimes we go straight…
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…
A Couple of Posters Inspired By Oliver Caviglioli’s New Book
Last week, Oliver Caviglioli’s new book (Dual Coding with Teachers) arrived. It’s great. I’ve spent a lot of time over…
Using the Rasch Model to Analyse Multiple Choice Questions
This is the final post in my week long series on assessment and reporting at Paradigm Trust schools. Monday: Exploring Comparative…
What Do We Do With the Multiple Choice Data?
I am writing a week of blogs about assessment and reporting at Paradigm Trust, where I work. Today’s post is…
