In trials teaching Einsteinian physics in schools, our most astonishing discovery was that children were not astonished: they just took the ideas in their stride.
Teachers are right in selecting age-appropriate scientific models and teaching these in age-appropriate ways – even though the science they present isn’t the whole story.
Gathering data and testing teachers’ knowledge allows researchers to develop scientifically-grounded advice for teacher education institutions.
The affective domain - motivation, interest and values and their inter-relationships - forms an integral component in facilitating learners’ construction of physics knowledge.
Why are we splitting our children up into arts and sciences at an age when hormones are raging and peer pressure is so powerful? It’s time for an overhaul of post-16 education.