Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research
Preparing future teachers to anticipate student difficulties in physics in a graduate-level course in physics, pedagogy, and education research
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帮助未来的教师在物理、教育学和教育研究研究生课程中预见学生在物理方面的困难
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发表时间：
2011
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通讯作者：
Michael C. Wittmann
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作者：
John R. Thompson;W. Christensen;Michael C. Wittmann
（接收2009年11月10日;修订稿收到2011年2月4日;发表2011年5月20日）我们描述的课程旨在帮助未来的教师反思和讨论物理内容和学生的知识。我们采用三种活动：阅读和讨论文献，体验研究型课程材料，学习使用物理教育研究的基本研究方法。我们提出了一个总体概述，我们设计的两门课程，以及一个框架，用于评估学生的物理内容的知识和教学内容的知识的一个方面，学生的想法，关于一个特定的内容领域：电路的表现。我们发现，未来的教师的反应的质量，特别是在处理知识的学生的想法的问题，可以成功地分类，并可能高于那些具有物理背景的非物理背景。
(Received 10 November 2009; revised manuscript received 4 February 2011; published 20 May 2011) We describe courses designed to help future teachers reflect on and discuss both physics content and student knowledge thereof. We use three kinds of activities: reading and discussing the literature, experiencing research-based curricular materials, and learning to use the basic research methods of physics education research. We present a general overview of the two courses we have designed as well as a framework for assessing student performance on physics content knowledge and one aspect of pedagogical content knowledge—knowledge of student ideas—about one particular content area: electric circuits. We find that the quality of future teachers’ responses, especially on questions dealing with knowledge of student ideas, can be successfully categorized and may be higher for those with a nonphysics background than those with a physics background.