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Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism
We discuss research involving the Conceptual Survey of Electricity and Magnetism (CSEM) to evaluate one aspect of the pedagogical content knowledge of teaching assistants (TAs): the knowledge of introductory students' alternate conceptions in electricity and magnetism as revealed by the CSEM. For each item on the CSEM, the TAs were asked to (1) identify the most common incorrect answer choice of introductory physics students and (2) predict the percentage of introductory students who would answer the question correctly in a post-test. Then, we used CSEM post-test data from approximately 400 introductory physics students (provided in the original paper describing the CSEM) to assess the extent to which the TAs were able to identify the alternate conceptions of introductory students related to electricity and magnetism. In addition, we conducted think-aloud interviews with TAs who had at least two semesters of teaching experience in recitations to explore their reasoning about this task. We find that the TAs struggled to think about the difficulty of the questions from introductory students' perspective and they often underestimated the difficulty of the questions. Moreover, the TAs often expected certain incorrect answer choices to be common among introductory students when in fact those answer choices were not common.
Physics Education Research Conference 2017
Part of the PER Conference series Cincinnati, OH: July 26-27, 2017 Pages 208-211
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=14606">Karim, N, A. Maries, and C. Singh. "Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism." Paper presented at the Physics Education Research Conference 2017, Cincinnati, OH, July 26-27, 2017.</a>
AIP Format
N. Karim, A. Maries, and C. Singh, , presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14606&DocID=4783).
AJP/PRST-PER
N. Karim, A. Maries, and C. Singh, Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism, presented at the Physics Education Research Conference 2017, Cincinnati, OH, 2017, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14606&DocID=4783>.
APA Format
Karim, N., Maries, A., & Singh, C. (2017, July 26-27). Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism. Paper presented at Physics Education Research Conference 2017, Cincinnati, OH. Retrieved November 2, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14606&DocID=4783
Chicago Format
Karim, N, A. Maries, and C. Singh. "Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism." Paper presented at the Physics Education Research Conference 2017, Cincinnati, OH, July 26-27, 2017. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14606&DocID=4783 (accessed 2 November 2024).
MLA Format
Karim, Nafis I., Alexandru Maries, and Chandralekha Singh. "Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism." Physics Education Research Conference 2017. Cincinnati, OH: 2017. 208-211 of PER Conference. 2 Nov. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14606&DocID=4783>.
BibTeX Export Format
@inproceedings{
Author = "Nafis I. Karim and Alexandru Maries and Chandralekha Singh",
Title = {Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism},
BookTitle = {Physics Education Research Conference 2017},
Pages = {208-211},
Address = {Cincinnati, OH},
Series = {PER Conference},
Month = {July 26-27},
Year = {2017}
}
Refer Export Format
%A Nafis I. Karim %A Alexandru Maries %A Chandralekha Singh %T Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism %S PER Conference %D July 26-27 2017 %P 208-211 %C Cincinnati, OH %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14606&DocID=4783 %O Physics Education Research Conference 2017 %O July 26-27 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Karim, Nafis I. %A Maries, Alexandru %A Singh, Chandralekha %D July 26-27 2017 %T Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism %B Physics Education Research Conference 2017 %C Cincinnati, OH %P 208-211 %S PER Conference %8 July 26-27 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14606&DocID=4783 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Teaching assistants' performance at identifying common introductory student difficulties revealed by the conceptual survey of electricity and magnetism:Know of another related resource? Login to relate this resource to it. |
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