A Teaching System for Diagnosing Student Conceptions and Prescribing Relevant Instruction

这项 SGER 提案将使大学预科班教师能够继续努力调查学生的物理和数学知识和推理诊断，特别是当诊断结果用于指导后续教学时。 该项目是教学研究与学习之间实际互动的一个例子。 教学材料的开发和教师的发展。 研究人员将修改并使用诊断性教学系统（在早期的私营部门拨款下开始）来建立学生思维的知识库，从中了解物理各个主题领域的思维之间以及物理和数学思维之间的相互关系。 对学生思维的评估将指导教学材料和活动的修改，使它们更贴近学生的最初概念和推理。 包括两名 PI 在内的四名教师将作为同伴导师进行互动，解决与教学相关的问题。 预期的产品包括一本关于学生物理和数学思维诊断的出版物，以及一篇关于同伴教师之间合作的论文，作为培养更具反思性的实践者和将教师培养为研究员的框架。

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.