TY  - BOOK
AU  - Neidorf,Teresa
AU  - Arora,Alka
AU  - Erberber,Ebru
AU  - Mai Thanh
TI  - Student misconceptions and errors in physics and mathematics: exploring data from TIMSS and TIMSS Advanced 
T2  - IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA)
PY  - 2020///
CY  - Cham
PB  - Springer International Publishing
KW  - Assessment
KW  - sears
KW  - Comparative education
KW  - International education
KW  - Science
KW  - Study and teaching
N1  - 1. An Introduction to Student Misconceptions and Errors in Physics and Mathematics.-2. Review of Research into Misconceptions and Misunderstandings in Physics and Mathematics --  3. Methodology Used to Analyze Student Misconceptions, Errors, and Misunderstandings in TIMSS --  4. Results for Student Misconceptions, Errors, and Misunderstandings in Physics and Mathematics --  5. Conclusions About Using TIMSS and TIMSS Advanced Data to Explore Student Misconceptions, Errors, and Misunderstandings in Physics and Mathematics --  6. Technical Documentation and Syntax
N2  - 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
UR  - https://drive.google.com/file/d/1spYE7icGMBDGKzQIdnaS6Abyt0uskCDG/view?usp=sharing
ER  -