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Table of contents

  1. Front Matter
    Pages i-ix
  2. Teresa Neidorf, Alka Arora, Ebru Erberber, Yemurai Tsokodayi, Thanh Mai
    Pages 1-10 Open Access
  3. Teresa Neidorf, Alka Arora, Ebru Erberber, Yemurai Tsokodayi, Thanh Mai
    Pages 11-20 Open Access
  4. Teresa Neidorf, Alka Arora, Ebru Erberber, Yemurai Tsokodayi, Thanh Mai
    Pages 21-35 Open Access
  5. Teresa Neidorf, Alka Arora, Ebru Erberber, Yemurai Tsokodayi, Thanh Mai
    Pages 37-132 Open Access
  6. Teresa Neidorf, Alka Arora, Ebru Erberber, Yemurai Tsokodayi, Thanh Mai
    Pages 133-153 Open Access
  7. Back Matter
    Pages 155-165

About this book

Introduction

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.

Keywords

IEA Large-scale studies in education Open access Science misunderstandings Mathematics misunderstandings TIMSS Student performance Core concepts in mathematics and physics Foundational development of core concepts Item-level performance data Improving teaching and learning STEM Education Curriculum improvement Large-scale assessments in science and mathematics Patterns in misconceptions, errors, and misunderstandings

Authors and affiliations

  • Teresa Neidorf
    • 1
  • Alka Arora
    • 2
  • Ebru Erberber
    • 3
  • Yemurai Tsokodayi
    • 4
  • Thanh Mai
    • 5
  1. 1.American Institutes for ResearchWashingtonUSA
  2. 2.American Institutes for ResearchWashingtonUSA
  3. 3.American Institutes for ResearchWashingtonUSA
  4. 4.American Institutes for ResearchWashingtonUSA
  5. 5.American Institutes for ResearchWashingtonUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-30188-0
  • Copyright Information International Association for the Evaluation of Educational Achievement (IEA) 2020
  • License CC BY-NC
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-30187-3
  • Online ISBN 978-3-030-30188-0
  • Series Print ISSN 2366-1631
  • Series Online ISSN 2366-164X
  • Buy this book on publisher's site