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| Activity | Description |
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| Brainstorming about the brain and learning | (i) The teacher presented a picture of the human brain |
| (ii) The students brainstormed about the question: “how does my brain learn physics?” |
| (iii) Every student read the neuroscientific article and marked the most important sentence in each section |
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| Teamwork and group discussion about the brain and learning | (iv) The students compared their sentences with their neighbor, justified their choice, and agreed on a solution |
| (v) The whole class talked about the core messages of the text and discussed how they relate to the students’ daily life (moderated by the teacher) |
| (vi) The teacher wrote the core messages on the board |
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| Introduction of the classroom norms | (vii) The teacher transformed the core messages into three classroom norms: (1) everyone can learn physics, (2) mistakes are valuable, and (3) questions are really important |
| (viii) The teacher explained the norms and pinned them on a poster to the wall |
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| Group discussion about an example case | (ix) The teacher introduced the case of the fictive student “Ben,” who thinks that there is no point putting effort in learning physics, because nobody in his family was ever good at this subject |
| (x) The students made suggestions how to help Ben (e.g., practice a lot, chose more difficult tasks) |
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| Writing good intentions for future physics lessons | (xi) The students wrote down helpful intentions for future physics lessons in their notebooks (e.g., I want to try solving difficult tasks; I want to ask more questions in the lessons; see Table 3). |
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