发表机构
University of Pittsburgh; University of Cincinnati（匹兹堡大学; 辛辛那提大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究通过能量与动量概念调查问卷，考察70名物理研究生助教对入门学生概念困难的识别能力，发现其预测与实际学生思维存在显著差距，并常高估新手式错误，对教学设计具有重要启示。
AI 中文摘要
本研究考察了物理研究生助教（TAs）对大学物理入门学生思维方式的了解程度，以及入门学生在能量和动量概念上通常面临的挑战类型，这对于在物理课程中实施主动学习方法和支持多样化学习者具有重要意义。我们展示了助教专业发展课程的发现，并讨论了一种调查助教教学内容知识的方法，特别是他们识别入门学生概念困难的能力。我们调查了70名一年级研究生助教在能量与动量概念调查问卷（EMCS）上识别常见入门物理学生困难的能力。这些助教参加了一门强调反思入门学生思维模式以促进循证教学实践的专业发展课程。助教们预测了入门学生在接受讲授式教学后最可能选择的错误答案，然后将他们的预测与入门学生的实际数据进行比较，随后进行课堂讨论。结果显示助教的感知与入门学生思维之间存在差距，助教在许多分析的问题上表现不佳。例如，助教们始终高估了入门物理学生在EMCS问题所设情境中会使用新手式思维的情况，即他们预期入门物理学生会犯更多新手式错误，而实际并非如此。这些发现对有效教学设计具有重要意义，例如，误解入门物理学生能力的物理助教可能会无意中造成学习障碍，将宝贵的课堂时间花在过度支架或对入门物理学习者挑战不足上，而没有花时间处理需要解决的重要教学问题。
英文摘要
This study examines the extent to which physics graduate teaching assistants (TAs) are aware of introductory physics student thinking and the types of challenges introductory students commonly have with energy and momentum concepts, which is important for implementing active learning methodologies and supporting diverse learners in physics courses. We present findings from a TA professional development course and discuss an approach to investigate TAs' pedagogical content knowledge, specifically their ability to recognize introductory student conceptual difficulties. We investigated 70 first-year graduate TAs' ability to identify common introductory physics student difficulties on the Energy and Momentum Conceptual Survey (EMCS). The TAs participated in a professional development course that emphasized reflection on introductory student thinking patterns to promote evidence-based pedagogical practices. TAs predicted the most common incorrect answers introductory students would select after lecture-based instruction, then compared their predictions with actual data from introductory students followed by a class discussion. Results reveal gaps between TAs' perceptions and introductory student thinking, with TAs performing poorly on many of the analyzed questions. For example, TAs consistently overestimated that introductory physics students would use novice-like thinking in many situations posed in EMCS problems, i.e., they expected introductory physics students to make more novice-like errors than they did. These findings have important implications for effective instructional design, e.g., physics TAs who misunderstand introductory physics student capabilities may inadvertently create barriers to learning by spending valuable class time on either over-scaffolding or under-challenging introductory physics learners and not spending time on pedagogical issues that are important to address.
