论文标题
使用电力和磁性概念调查探索助教的教学内容知识的一个方面
Exploring one aspect of pedagogical content knowledge of teaching assistants using the Conceptual Survey of Electricity and Magnetism
论文作者
论文摘要
如果教师不知道入门物理学学生的常见替代概念并明确考虑到他们的教学设计中常见的学生困难，则教学不太可能有效。在这里，我们讨论了涉及电力和磁性概念调查（CSEM）的研究，以评估教学助理的教学内容知识的一个方面（TAS）：CSEM揭示的介绍性学生在电力和磁性方面的替代概念的知识。对于CSEM上的每个项目，要求TAS确定介绍性物理专业学生选择的最常见的不正确答案选择，如果他们在传统教学后不知道正确的答案。然后，我们使用介绍性的学生CSEM后测试数据来评估TA能够在CSEM上每个问题中识别出最常见的入门学生的替代概念的程度。我们发现，在试图确定常见的学生困难时，TA是周到的，他们喜欢以这种方式学习学生的困难。但是，他们努力确定在传统教学后坚持不懈的介绍学生的许多常见困难。我们讨论了在传统教学之后持续存在的特定替代概念，TAS能够识别出来的程度，以及Think-Aloud访谈的TAS访谈的结果，这些概念提供了有关为什么TAS有时有时选择某些替代概念作为最常见的概念，但在入门学生中非常罕见。我们还讨论了如何在专业发展计划中使用诸如本研究中使用的任务，以引发有关学生替代概念的重要性以帮助学生学习的重要性。
Instruction is unlikely to be effective if instructors do not know the common alternate conceptions of introductory physics students and explicitly take into account common student difficulties in their instructional design. Here, we discuss research involving the Conceptual Survey of Electricity and Magnetism (CSEM) to evaluate one aspect of the pedagogical content knowledge of teaching assistants (TAs): knowledge of introductory students' alternate conceptions in electricity and magnetism as revealed by the CSEM. For each item on the CSEM, the TAs were asked to identify the most common incorrect answer choice selected by introductory physics students if they did not know the correct answer after traditional instruction. Then, we used introductory student CSEM post-test data to assess the extent to which TAs were able to identify the most common alternate conception of introductory students in each question on the CSEM. We find that the TAs were thoughtful when attempting to identify common student difficulties and they enjoyed learning about student difficulties this way. However, they struggled to identify many common difficulties of introductory students that persist after traditional instruction. We discuss specific alternate conceptions that persist after traditional instruction, the extent to which TAs were able to identify them, and results from think-aloud interviews with TAs which provided valuable information regarding why the TAs sometimes selected certain alternate conceptions as the most common but were instead very rare among introductory students. We also discuss how tasks such as the one used in this study can be used in professional development programs to engender productive discussions about the importance of being knowledgeable about student alternate conceptions in order to help students learn.
