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The Test of Understanding Graphs in Kinematics (TUG-K) is a multiple choicetest developed by Beichner in 1994 to assess students' understanding ofkinematics graphs. Many of the items on the TUG-K have strong distractorchoices which correspond to students' common difficulties with kinematicsgraphs. Instruction is unlikely to be effective if instructors do not know thecommon difficulties of introductory physics students and explicitly take theminto account in their instructional design. We evaluate the pedagogical contentknowledge of first year physics graduate students enrolled in a teachingassistant (TA) training course related to topics covered in the TUG-K. Inparticular, for each item on the TUG-K, the graduate students were asked toidentify which incorrect answer choice they thought would be most commonlyselected by introductory physics students if they did not know the correctanswer after instruction in relevant concepts. We used the graduate studentdata and the data from Beichner's original paper for introductory physicsstudents to assess the relevant pedagogical content knowledge (PCK) of thegraduate students. We find that, although the graduate students, on average,performed better than random guessing at identifying introductory studentdifficulties on the TUG-K, they did not identify many common difficulties thatintroductory students have with graphs in kinematics even after traditionalinstruction. In addition, we find that the ability of graduate students toidentify the difficulties of introductory students is context dependent.

Exploring Pedagogical Content Knowledge of Teaching Assistants Using the Test of Understanding Graphs in Kinematics