Contemporary views on physics education in high schools promote the need for students to develop their conceptual understanding about physics phenomena. However, teaching in this way requires specialized professional knowledge and for pre-service physics teachers, such knowledge needs to be scaffolded and developed. A strategy to support this knowledge development includes eliciting metacognition, where pre-service teachers have opportunities to explore and reconstruct their own knowledge, views, and attitudes about teaching physics. The conceptual understanding procedure (CUP) was developed in the late 1990s at Monash University, initially to support physics students in their first year at university. In particular, a CUP was used to support these students’ understanding of mechanics and highlight their potential alternate conceptions. Researchers found that two thirds of the students involved in this procedure reported that it had positive effects on their understanding and their ideas were clarified. In this paper, we investigate our own use of CUPs as physics teacher educators as a strategy to elicit metacognition with pre-service physics teachers to support their professional knowledge development. Our pre-service physics teachers act as high school physics students to complete the task, and then as physics teachers to explore the pedagogical purposes of the CUP. Ultimately, this process of working in these two roles, while reflecting on their immediate experiences, elicits metacognition in a meaningful way that scaffolds and supports the development of the specialized knowledge required for effective teaching. Thus, we recommend a CUP is a suitable and worthwhile pedagogical strategy to use when supporting pre-service physics teachers’ to elicit metacognition and support professional knowledge development to promote teaching for conceptual understanding.

当代关于高中物理教育的观点促使学生发展对物理现象的概念性理解的需求。但是，以这种方式进行教学需要专门的专业知识，而对于岗前物理教师，则需要对这些知识进行扩展和发展。支持这种知识发展的策略包括激发元认知，职前教师有机会探索和重建自己的有关物理教学的知识，观点和态度。概念理解程序（CUP）于1990年代后期在莫纳什大学（Monash University）开发，最初是为了为物理学生在大学的第一年提供支持。特别是，使用了CUP来支持这些学生对力学的理解并突出他们潜在的替代概念。研究人员发现，参与此程序的三分之二的学生报告说，这对他们的理解有积极作用，并且他们的想法得到了澄清。在本文中，我们调查了自己作为物理教师教育者使用的CUP，作为与职前物理教师进行元认知以支持其专业知识发展的一种策略。我们的职前物理老师充当中学物理学生来完成任务，然后充当物理老师探索CUP的教学目的。最终，在扮演这两个角色的过程中，他们会反思自己的即时经验，并以有意义的方式引发元认知，从而支持并支持有效教学所需的专业知识的发展。因此，