A Teaching System for Diagnosing Student Conceptions and Prescribing Relevant Instruction

这项SGER提案将使我们有可能通过以下方式来维持这一努力： 学前班教师调查学生的诊断 物理和数学方面的知识和推理，特别是 诊断结果用于指导后续教学。 该项目是一个实例，研究之间的实际互动 关于教学和学习。 编写教学材料， 教师发展 研究人员将修订并使用 诊断教学系统（在早期的私营部门开始 建立一个学生思维的知识基础， 内部不同主题领域的思维之间的相互关系 物理学和数学思维之间的联系。 的 学生思维的评估将指导教学的修订 材料和活动，使他们更相关的学生， 最初的概念和推理。 四个老师，包括两个 PI将作为同行导师互动，解决相关问题 指导。 预期成果包括一份关于诊断 学生在物理和数学方面的思维，以及一篇关于 同伴教师之间的合作作为一个框架， 反思实践者，培养教师作为研究者。

This SGER proposal will make it possible to sustain an effort by precollege classroom teachers to investigate diagnosis of students' knowledge and reasoning in physics and mathematics, especially as the results of the diagnoses are used to guide subsequent instruction. The project is an example of a practical interaction between research on teaching and learning. Development of instructional materials and teacher development. The investigators will revise and use an diagnostic teaching system (begun under an earlier private sector grant) to build a knowledge base of student thinking from which interrelationships between thinking in various topic areas within physics and between thinking in physics and in mathematics. The assessment of student thinking will guide revision of instructional materials and activities to make them more relevant to students' initial conceptions and reasoning. Four teachers, including the two PIs, will interact as peer mentors addressing questions relevant instruction. Expected products include a publication on diagnosis of student thinking in physics and mathematics and a paper about collaboration among peer teachers as a framework for developing more reflective practitioners, for developing the teacher as researcher.