material approaches to science education and teacher education. She uses a range of methods as relevant to these questions, from survey studies to new materialist diffractive analysis. Lindsay co-leads Initial Teacher Education at the University of Exeter and is a member of the Centre for Research in STEM Education.

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.

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