Student Misconceptions and Errors in Physics and Mathematics (Record no. 14698)

MARC details
000 -LEADER
fixed length control field 02009nam a22001697a 4500
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
ISBN 9783030301903
082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 530.1
100 ## - MAIN ENTRY--AUTHOR NAME
Personal name Neidorf, Teresa
245 ## - TITLE STATEMENT
Title Student Misconceptions and Errors in Physics and Mathematics
Remainder of title Exploring Data from TIMSS and TIMSS Advanced
Statement of responsibility, etc Teresa Neidorf; Alka Arora; Ebru Erberber; Yemurai Tsokodayi; Thanh Mai
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT)
Place of publication Cham
Name of publisher Springer International Publishing
Year of publication 2020
300 ## - PHYSICAL DESCRIPTION
Number of Pages 165 p.
520 ## - SUMMARY, ETC.
Summary, etc This open access report explores the nature and extent of students' misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA's Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015. The report focuses on students' understandings related to gravitational force in physics and linear equations in mathematics. It identifies some specific misconceptions, errors, and misunderstandings demonstrated by the TIMSS Advanced grade 12 students for these core concepts, and shows how these can be traced back to poor foundational development of these concepts in earlier grades. Patterns in misconceptions and misunderstandings are reported by grade, country, and gender. In addition, specific misconceptions and misunderstandings are tracked over time, using trend items administered in multiple assessment cycles. The study and associated methodology may enable education systems to help identify specific needs in the curriculum, improve inform instruction across grades and also raise possibilities for future TIMSS assessment design and reporting that may provide more diagnostic outcomes.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical Term International education
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical Term Comparative education
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical Term Assessment
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Books
Holdings
Withdrawn status Lost status Home library Current library Shelving location Date acquired Cost, normal purchase price Full call number Accession Number Koha item type
    DIS Library DIS Library New Titles 22/10/2020 2100.00 530.1 Neidorf MH009928 Books