论文标题
助教的表现在确定常见的学生困难中，概念性调查揭示了电力和磁性的概念
Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism
论文作者
论文摘要
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（TAS）的一个方面：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（1）确定最常见的介绍性物理学学生的答案选择，以及（2）预测在后测试中正确回答问题的入门学生的百分比。然后，我们使用了大约400名物理学专业学生（在描述CSEM的原始论文中提供）的CSEM后测试数据来评估TAS能够确定与电力和磁性有关的入门学生的替代概念的程度。此外，我们对TAS进行了思考访谈，他们在朗诵中至少有两个学期的教学经验，以探索他们对这项任务的推理。我们发现，从入门学生的角度来看，Tas努力思考问题的困难，他们常常低估了问题的困难。此外，TA通常期望某些不正确的答案选择在入门学生中很普遍，而实际上这些答案选择并不常见。
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): the 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 (1) identify the most common incorrect answer choice of introductory physics students and (2) predict the percentage of introductory students who would answer the question correctly in a post-test. Then, we used the CSEM post-test data from approximately 400 introductory physics students (provided in the original paper describing the CSEM) to assess the extent to which the TAs were able to identify the alternate conceptions of introductory students related to electricity and magnetism. In addition, we conducted think-aloud interviews with TAs who had at least two semester of teaching experience in recitations to explore their reasoning about this task. We find that the TAs struggled to think about the difficulty of the questions from introductory students' perspective and they often underestimated the difficulty of the questions. Moreover, the TAs often expected certain incorrect answer choices to be common among introductory students when in fact those answer choices were not common.
