Thinking about actions to take: Reflection and Refraction
Teaching Guidance for 11-14
There's a good chance you could improve your teaching if you were to:
- linking reflection to the act of seeing all non-luminous objects
- exploring the phenomenon of refraction through many different examples
- developing more complex examples on the foundations of an account of the simple phenomena
- making some real measurements of angles, emphasising skilful practice
Work through the Physics Narrative to find these lines of thinking worked out and then look in the Teaching Approaches for some examples of activities.
- restricting examples of reflection to only, or mostly, shiny surfaces
- replacing experiences of real and interesting phenomena with a series of ad-hoc memorised rules
- not showing how an understanding of simple situations is linked to a wide variety of phenomena in the lived-in world
These difficulties are distilled from: the research findings; the practice of well-connected teachers with expertise; issues intrinsic to representing the physics well.