Nod. Color is often taught starting in preK, and yet even first-tier physical-sciences graduate students, asked "What color is the Sun?", often answer with some

Nod. Color is often taught starting in preK, and yet even first-tier physical-sciences graduate students, asked "What color is the Sun?", often answer with something like "it doesn't have a color" or "it's rainbow color", suggesting wide-spread deep misunderstanding of color. It seems teaching of color isn't going well. So what might better look like? Phones/tablets are used preK on. Phones with multiple front cameras could permit a clip-on spectrometer to provide a simultaneous normal view for orientation, making it more accessible. UV and thermal IR cameras are increasingly inexpensive. Light engines for spectra synthesis regrettably seem less readily available? So what might a Kish-accessible spectrometer app look like? What might a spectra-centered preK-2 learning progression for color look like? It seems at least vaguely plausible that color might thus be taught successfully. Imagine that were true, and gave you early-primary students with a firm grasp of color. How might that then be used, to teach other topics better? UV protection; warm clothes and insulation; Earth's thermal-management BBQ roll, cold clear nights and mountains and deserts, greenhouse gasses; ... ? > refuse to believe something that explains a bunch of everyday phenomena Integrated explanation of everyday phenomena does not seem a focus of current education. So perhaps refusal might reflect a lack of familiarity and comfort with such reasoning?