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.
Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism
Exploring Pedagogical Content Knowledge of Teaching Assistants Using the Test of Understanding Graphs in Kinematics
运动学图形理解测验（英语：Test of Understanding Graphs in Kinetics，缩写：TUG-K）是Beichner在1994年开发的一个多项选择测验，用来评估学生对运动学图形的理解。TUG-K上的许多项目都有很强的干扰项选择，这与学生在运动学图形方面的常见困难相对应。如果教师不了解物理导论学生的共同困难，并在教学设计中明确考虑到这些困难，那么教学就不可能是有效的。我们评估的教学内容的知识，一年级的物理研究生参加了教学助理（TA）培训课程的主题所涵盖的TUG-K。特别是，对于TUG-K上的每个项目，研究生被要求识别他们认为最常被物理学入门学生选择的错误答案，如果他们在相关概念的指导后不知道正确答案。我们使用的研究生数据和数据从Beichner的原始文件介绍物理学的学生，以评估相关的教学内容的知识（PCK）的研究生。我们发现，虽然研究生，平均而言，表现优于随机猜测，在确定介绍学生的困难上的TUG-K，他们没有确定许多常见的困难，介绍学生有图形的运动学，即使在传统的教学。此外，我们发现，研究生的能力，以确定的困难，介绍学生是依赖于上下文。
A Unified and Economical Approach to Teaching Higher Secondary Electricity Experiments
Anandapur High School（安纳达布尔高中）；Prabhat Kumar College（普拉巴特库马尔学院）；Institute of Astronomy, Space and Earth Science（天文、太空与地球科学研究所）；IAPT-Midnapore College Centre for Scientific Culture（印度物理教师协会-迈纳波尔学院科学文化中心）
Physics Teaching and Educational Interdisciplinarity with A.V. Usova Revisited
本文论述了A. V. Usova（1921-2014）的教学遗产，这些遗产对学校科学教育系统中的跨学科关系问题产生了深刻的见解。她的基本作品被用作苏联和俄罗斯所有师范大学物理教师的教学指南。在这项研究中，Usova教授不是一个跨学科的研究者，她是一个跨学科的研究者。这里提供了一个简短的和一致的描述，她对教学物理作为教育跨学科的基础的看法。Usova阐述了教育功能，分类，组织层次，实例化的方式，与内容相关的跨学科关系的基础，实际应用跨学科关系的建议。此外，Usova建议通过广义计划统一学习知识和技能。我们不想简单地澄清，复述或重申Usova的非常强大的教学发现，但考虑跨边界教学的机会，以应对实际的教育挑战。教学法领域的未来，涉及跨学科的研究，是非常有趣和有吸引力的。这个问题将永远激励着科学家、教育家和教师，科学教育的未来取决于解决这个问题的方法。
AI-Assisted Assessment of Experimental Physics Laboratory Reports: Potential, Limitations, and Support for Teaching Practice
Consejo de Formación en Educación, Administración Nacional de Educación Pública（教育咨询委员会，国家公共教育管理局）；Instituto de Física, Universidad de la República（乌拉圭共和国大学物理研究所）
Student networks on online teaching due to COVID-19: Academic effects of strong friendship ties and perceived academic prestige in physics and mathematics courses
