Teaching physics, supporting teaching physics: thinking about teaching physics; supporting thinking about teaching physics.
These are things I’ve been up to for several decades, and I’m not quite ready to give up yet.
So, based entirely on a personal / eclectic take on research evidence and insights, on conversations with teachers, researchers and developers, on careful thinking about physics, this newsletter will contain blend some carefully crafted narratives to suggest ways in which physics could (should?) be taught, and some resources to show how that might work.
It’s also a call to slow, deliberative, thinking about teaching physics: if it really was easy to make progress then many of the smart people I know would have figured it out long ago. And maybe, just maybe, there will evolve a responsive community around this newsletter, or the existence of the newsletter may kickstart one. (Third time lucky? I was an efficient cause for both TalkPhysics.org, and the email distribution list PTNC).
It is, if you like, a response to the “what next?” question after being centrally involved in “Advancing Physics” and “SupportingPhysicsTeaching” in the UK, and not being minded to write material that’s inaccessible behind paywalls (aka Academic Journals).
Over the first four issues there are experiments to try, thoughts on representing physics, perhaps with an emphasis on diagrammatic representations, including many interactive diagrams, and three novel thought out teaching sequences to think about.