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  • 1
    Online Resource
    Online Resource
    Student Misconceptions and Errors in Physics and Mathematics : Exploring Data from TIMSS and TIMSS Advanced. (2019)
    Cham :Springer International Publishing AG,
    Details
    UID:
    almahu_9949602252102882
    Format: 1 online resource (173 pages)
    Edition: 1st ed.
    ISBN: 9783030301880
    Series Statement: IEA Research for Education Series ; v.9
    Note: Intro -- Foreword -- Contents -- 1 An Introduction to Student Misconceptions and Errors in Physics and Mathematics -- Abstract -- 1.1 Introduction -- 1.2 Defining the Terminology -- 1.2.1 Performance Objectives -- 1.2.2 Misconceptions in Physics -- 1.2.3 Errors in Mathematics -- 1.2.4 Misunderstandings in Physics and Mathematics -- 1.3 Core Concepts in Physics and Mathematics -- 1.4 Research Questions -- References -- 2 Review of Research into Misconceptions and Misunderstandings in Physics and Mathematics -- Abstract -- 2.1 Introduction -- 2.2 Diagnostic Models Overview -- 2.3 Misconceptions in Physics -- 2.4 Misunderstandings in Mathematics -- References -- 3 Methodology Used to Analyze Student Misconceptions, Errors, and Misunderstandings in TIMSS -- Abstract -- 3.1 TIMSS and TIMSS Advanced Data -- 3.2 Methodology -- 3.2.1 Assessment Framework Review and Content Mapping -- 3.2.2 Evaluation of Item-Level Performance Data -- 3.2.3 Reporting Patterns in Percent Correct and Percent with Misconceptions, Errors, and Misunderstandings by Grade, Country, Gender, and Assessment Year -- 3.2.4 Statistical Comparisons -- 3.3 Addressing the Research Questions -- 3.3.1 Research Question 1 -- 3.3.2 Research Question 2 -- 3.3.3 Research Question 3 -- References -- 4 Results for Student Misconceptions, Errors, and Misunderstandings in Physics and Mathematics -- Abstract -- 4.1 Introduction -- 4.2 Physics Results -- 4.2.1 Student Performance on TIMSS and TIMSS Advanced Items Related to Gravity -- 4.2.2 Common Types of Misconceptions and Misunderstandings Related to Gravity Across Countries -- 4.2.3 Patterns in Misconceptions and Misunderstandings Related to Gravity Across Grade Levels and Countries -- 4.2.4 Gender Differences in Misconceptions and Misunderstandings Related to Gravity. , 4.2.5 Patterns in Misconceptions and Misunderstandings Related to Gravity Over Time -- 4.2.6 Summary of Physics Results -- 4.3 Mathematics Results -- 4.3.1 Student Performance on TIMSS and TIMSS Advanced Items Related to Linear Equations -- 4.3.2 Common Types of Errors and Misunderstandings Related to Linear Equations Across Countries -- 4.3.3 Patterns in Errors and Misunderstandings Related to Linear Equations Across Grade Levels and Countries -- 4.3.4 Gender Differences in Errors and Misunderstandings Related to Linear Equations -- 4.3.5 Patterns in Errors and Misunderstandings Related to Linear Equations Over Time -- 4.3.6 Summary of Mathematics Results -- References -- 5 Conclusions About Using TIMSS and TIMSS Advanced Data to Explore Student Misconceptions, Errors, and Misunderstandings in Physics and Mathematics -- Abstract -- 5.1 Summary of Results Across Physics and Mathematics -- 5.1.1 Patterns in Misconceptions, Errors, and Misunderstandings Across Countries and Grades -- 5.1.2 Gender Differences in Misconceptions, Errors, and Misunderstandings -- 5.1.3 Trends in Patterns of Misconceptions, Errors, and Misunderstandings Over Time -- 5.2 Limitations and Further Applications of the Methodology -- 5.3 Implications Related to Instruction -- 5.4 Implications for Future TIMSS Assessment Design and Reporting -- References -- Appendix: Technical Documentation and Syntax -- A.1 Data Considerations for the Study -- Outline placeholder -- A.1.1 Considerations for 1995 Data -- A.1.2 Considerations for 1999 Data -- A.1.3 Considerations for 2008 Data -- A.1.4 Considerations for 2015 Data -- A.2 Value Labels and Misconception/Error/Misunderstanding Codes Used for Analyses of Physics and Mathematics Items -- A.3 Syntax Used to Recode Variables -- A.4 Calculating Item Statistics -- Outline placeholder -- A.4.1 More on the IDB Analyzer. , A.4.2 More on the EdSurvey R package -- A.5 Calculating Gender Differences -- Par106.
    Additional Edition: Print version: Neidorf, Teresa Student Misconceptions and Errors in Physics and Mathematics Cham : Springer International Publishing AG,c2019 ISBN 9783030301873
    Language: English
    Subjects: Mathematics
    RVK:
    SM 600
    Keywords: Electronic books.
    URL: Click to View
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
    URL: lizenzpflichtig
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  • 2
    Online Resource
    Online Resource
    Student Misconceptions and Errors in Physics and Mathematics : Exploring Data from TIMSS and TIMSS Advanced (2020)
    Cham : Springer Nature | Cham :Springer International Publishing :
    Details
    UID:
    almahu_9949595407102882
    Format: 1 online resource (165)
    Edition: 1st ed. 2020.
    ISBN: 3-030-30188-5
    Series Statement: IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 9
    Content: 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.
    Note: 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. , English.
    Additional Edition: ISBN 3-030-30187-7
    Language: English
    DOI: 10.1007/978-3-030-30188-0
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    HU Berlin
    FU Berlin
    Charité
  • 3
    Online Resource
    Online Resource
    Student Misconceptions and Errors in Physics and Mathematics. (2020)
    Cham :Springer,
    Details
    UID:
    kobvindex_HPB1154878906
    Format: 1 online resource (165)
    ISBN: 3030301885 , 9783030301880
    Series Statement: IEA Research for Education Ser. ; v. 9
    Content: 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.
    Note: 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. , English.
    Additional Edition: ISBN 3030301877
    Language: English
    DOI: 10.1007/978-3-030-30188-0.
    URL: ProQuest Ebook Central
    URL: SpringerLink
    URL: http://eu.alma.exlibrisgroup.com/view/uresolver/44WHELF_SWA/openurl?u.ignore_date_coverage=true&rft.mms_id=998436052802417
    URL: DOAB Directory of Open Access Books
    URL: https://whel-primo.hosted.exlibrisgroup.com/openurl/44WHELF_BANG/44WHELF_BANG_services_page?u.ignore_date_coverage=true&rft.mms_id=991004886764002422
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    HPol Brandenburg
  • 4
    Online Resource
    Online Resource
    Student Misconceptions and Errors in Physics and Mathematics : Exploring Data from TIMSS and TIMSS Advanced (2020)
    Cham : Springer Nature | Cham :Springer International Publishing :
    Details
    UID:
    edoccha_9959250208002883
    Format: 1 online resource (165)
    Edition: 1st ed. 2020.
    ISBN: 3-030-30188-5
    Series Statement: IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 9
    Content: 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.
    Note: 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. , English.
    Additional Edition: ISBN 3-030-30187-7
    Language: English
    DOI: 10.1007/978-3-030-30188-0
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    Charité
  • 5
    Online Resource
    Online Resource
    Student Misconceptions and Errors in Physics and Mathematics : Exploring Data from TIMSS and TIMSS Advanced (2020)
    Cham : Springer Nature | Cham :Springer International Publishing :
    Details
    UID:
    edocfu_9959250208002883
    Format: 1 online resource (165)
    Edition: 1st ed. 2020.
    ISBN: 3-030-30188-5
    Series Statement: IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 9
    Content: 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.
    Note: 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. , English.
    Additional Edition: ISBN 3-030-30187-7
    Language: English
    DOI: 10.1007/978-3-030-30188-0
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Open Access Request
    FU Berlin
  • 6
    Online Resource
    Online Resource
    Student Misconceptions and Errors in Physics and Mathematics : Exploring Data from TIMSS and TIMSS Advanced (2020)
    Cham :Springer International Publishing :
    Details
    UID:
    almahu_9948276228502882
    Format: IX, 165 p. 99 illus., 1 illus. in color. , online resource.
    Edition: 1st ed. 2020.
    ISBN: 9783030301880
    Series Statement: IEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA), 9
    Content: 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.
    Note: 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.
    In: Springer eBooks
    Additional Edition: Printed edition: ISBN 9783030301873
    Additional Edition: Printed edition: ISBN 9783030301897
    Additional Edition: Printed edition: ISBN 9783030301903
    Language: English
    DOI: 10.1007/978-3-030-30188-0
    URL: https://doi.org/10.1007/978-3-030-30188-0
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    HU Berlin
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