论文标题
使用力量概念清单探索物理讲师的教学内容知识
Exploring pedagogical content knowledge of physics instructors using the force concept inventory
论文作者
论文摘要
部队概念清单（FCI）已被广泛用于评估教育工作者和物理教育研究人员对学生对入门力学概念的理解。 FCI上的许多项目都具有与学生在力学中的替代概念相对应的强烈干扰选择。如果教师在教学设计中没有明确考虑学生的初始知识状态，则教学不太可能有效。我们讨论涉及FCI的研究，以评估不同教学经验的教师的教学知识。对于FCI上的每个项目，要求讲师确定最常见的介绍性物理学生的答案选择。我们还与一些讲师分别讨论了回答。然后，我们使用了来自大量人群的FCI预测试和测试后数据（〜900）来评估与FCI相关的物理讲师的教学知识。平均而言，物理讲师的表现比随机猜测识别出入门学生在FCI内容上的困难要好，但他们并没有发现许多常见的介绍性物理学学生的困难。此外，正确识别学生的困难的能力与讲师的教学经验无关。
The Force Concept Inventory (FCI) has been widely used to assess student understanding of introductory mechanics concepts by educators and physics education researchers. Many of the items on the FCI have strong distractor choices corresponding to students' alternate conceptions in mechanics. Instruction is unlikely to be effective if instructors do not explicitly take into account students' initial knowledge state in their instructional design. We discuss research involving the FCI to evaluate the pedagogical content knowledge of instructors of varying teaching experience. For each item on the FCI, instructors were asked to identify the most common incorrect answer choice of introductory physics students. We also discussed the responses individually with some instructors. Then we used the FCI pre-test and post-test data from a large population (~900) of introductory students to assess the pedagogical content knowledge of the physics instructors related to the FCI. While the physics instructors, on average, performance better than random guessing at identifying introductory students' difficulties with FCI content, they did not identify many common difficulties of introductory physics students. Moreover, the ability to correctly identify students' difficulties was not correlated with the teaching experience of instructors.
