English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Instruction is unlikely to be effective if instructors do not know the commonalternate conceptions of introductory physics students and explicitly take intoaccount common student difficulties in their instructional design. Here, wediscuss research involving the Conceptual Survey of Electricity and Magnetism(CSEM) to evaluate one aspect of the pedagogical content knowledge of teachingassistants (TAs): knowledge of introductory students' alternate conceptions inelectricity and magnetism as revealed by the CSEM. For each item on the CSEM,the TAs were asked to identify the most common incorrect answer choice selectedby introductory physics students if they did not know the correct answer aftertraditional instruction. Then, we used introductory student CSEM post-test datato assess the extent to which TAs were able to identify the most commonalternate conception of introductory students in each question on the CSEM. Wefind that the TAs were thoughtful when attempting to identify common studentdifficulties and they enjoyed learning about student difficulties this way.However, they struggled to identify many common difficulties of introductorystudents that persist after traditional instruction. We discuss specificalternate conceptions that persist after traditional instruction, the extent towhich TAs were able to identify them, and results from think-aloud interviewswith TAs which provided valuable information regarding why the TAs sometimesselected certain alternate conceptions as the most common but were instead veryrare among introductory students. We also discuss how tasks such as the oneused in this study can be used in professional development programs to engenderproductive discussions about the importance of being knowledgeable aboutstudent alternate conceptions in order to help students learn.

Exploring one aspect of pedagogical content knowledge of teaching assistants using the Conceptual Survey of Electricity and Magnetism