How might educational research into children’s ideas about light be of use to teachers?

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How might educational research into children’s ideas about light be of use to teachers?

Hardman, MA; (2014) How might educational research into children’s ideas about light be of use to teachers? Physics Education , 49 (6) pp. 644-653. 10.1088/0031-9120/49/6/644. Green open access

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Abstract

This paper offers a synthesis of research evidence around teaching light to primary and secondary school pupils as part of the Institute of Physics Promoting and Interpreting Physics Education Research (PIPER) project. Conceptual change literature describes many of the difficulties young people can have understanding the phenomenon of light, and this knowledge can be useful in the classroom. Pupil–teacher dialogue is used to illustrate some of the pedagogical challenges teachers face in this topic. This paper also highlights the range of influences on pupils from everyday life and from the classroom, with a view to promoting teacher awareness of conceptual change research evidence.

Type:	Article
Title:	How might educational research into children’s ideas about light be of use to teachers?
Open access status:	An open access version is available from UCL Discovery
DOI:	10.1088/0031-9120/49/6/644
Publisher version:	http://dx.doi.org/ 10.1088/0031-9120/49/6/644
Language:	English
Additional information:	This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification:	UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment > Centre for Teachers and Teaching Research
URI:	https://discovery.ucl.ac.uk/id/eprint/1560096

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