A Teaching System for Diagnosing Student Conceptions and Prescribing Relevant Instruction

这项SGER建议将使大学前的课堂教师能够继续努力调查学生在物理和数学方面的知识和推理的诊断，特别是诊断的结果被用来指导后续的教学。该项目是教与学研究之间实际互动的一个例子。教材开发与教师发展。研究人员将修改并使用诊断教学系统（在早期的私人部门资助下开始）来建立一个学生思维的知识库，从中可以了解物理学中各个主题领域的思维之间以及物理学和数学思维之间的相互关系。对学生思维的评估将指导教材和教学活动的修订，使其更贴近学生的初始概念和推理。包括两位pi在内的四位教师将作为同伴导师进行互动，解决相关教学问题。预期的成果包括一份关于诊断学生物理和数学思维的出版物，以及一篇关于同行教师之间合作的论文，作为培养更多反思实践者的框架，以培养教师作为研究人员。

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.