![]() ![]() We then have another CPA cycle using models that support understanding of what is happing in the wires (submicroscopic), which then leads to our definition of terms and to mathematical relationships. Here we have an initial ‘CPA cycle’ focusing on what is happening at a macroscopic level, during which we make observations and then visually represent them, initially by drawing what we see and then learning formal symbols. Here is how I am conceptualising a way to fit them together when teaching circuits: I think this idea can be equally useful to physics teachers, and that when combined with a ‘CPA’ approach, makes for a powerful tool for planning physics teaching. #Concrete pictorial abstract how toThis step, between what we observe at the macroscopic level and what’s happening at the submicroscopic level, can be thought of as two iterations of the CPA cycle - the first one focusing on description, the second allowing us to explain our observations by considering what is happening inside the wires.Ĭhemistry teachers will be familiar with Johnstone’s Triangle, which highlights three levels of representation - macroscopic, submicroscopic and symbolic - and the importance of explicitly teaching pupils about them and how to ‘jump’ between them. ![]() For instance, when teaching electrical circuits we can get the equipment out and make circuits, but it is then tricky to take the step from our concrete observations to pictorial and abstract representations that help us to understand and explain what is going on. Much of what we learn about in physics is abstract (energy), too small to observe directly (fundamental particles) or too big (space), and so there isn’t always an obvious ‘concrete’ experience of it. Sometimes we need more than one ‘CPA cycle’īut some topics don’t fit neatly with this approach. With teacher guidance, pupils can then create visual and verbal representations to describe them, and where appropriate arrive at abstract and more formal explanations and relationships.Īt primary school we don’t always get to the ‘abstract’ stage, or it might look different - for instance, we might reach a formal definition or rule rather than derive a mathematical relationship. Pupils can experience them directly through their senses, carry out tests, record their observations and watch teacher demos. This works very well for plenty of primary science and some KS3 topics, for instance light, sound and properties of materials. light travels in straight lines, angle of incidence = angle of reflection.
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