Student Misconceptions and Errors in Physics and Mathematics Explori
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 Intern
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Teresa Neidorf · Alka Arora · Ebru Erberber · Yemurai Tsokodayi · Thanh Mai
Student Misconceptions and Errors in Physics and Mathematics Exploring Data from TIMSS and TIMSS Advanced
IEA Research for Education A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA) Volume 9
Series Editors Seamus Hegarty, Chair of IEA Publications and Editorial Committee, University of Warwick, Coventry, UK Leslie Rutkowski, Indiana University, Bloomington, USA Editorial Board John Ainley, Australian Council for Educational Research, Australia Kadriye Ercikan, University of British Columbia, Canada Eckhard Klieme, German Institute for International Educational Research (DIPF), Germany Rainer Lehmann, Humboldt University of Berlin, Germany Fou-Lai Lin, National Taiwan Normal University, Chinese Taipei Marlaine Lockheed, Princeton University, USA Sarah Maughan, AlphaPlus Consultancy, UK Carina Omoeva, FHI 360, USA Elena C. Papanastasiou, University of Nicosia, Nicosia, Cyprus Valena White Plisko, Independent Consultant, USA Jonathan Plucker, John Hopkins University, USA Fernando Reimers, Harvard Graduate School of Education, USA David Rutkowski, Indiana University, USA Jouni Välijärvi, University of Jyväskylä, Finland Hans Wagemaker, Senior Advisor to IEA, New Zealand
The International Association for the Evaluation of Educational Achievement (IEA) is an independent nongovernmental nonprofit cooperative of national research institutions and governmental research agencies that originated in Hamburg, Germany in 1958. For over 60 years, IEA has developed and conducted high-quality, large-scale comparative studies in education to support countries’ efforts to engage in national strategies for educational monitoring and improvement. IEA continues to promote capacity building and knowledge sharing to foster innovation and quality in education, proudly uniting more than 60 member institutions, with studies conducted in more than 100 countries worldwide. IEA’s comprehensive data provide an unparalleled longitudinal resource for researchers, and this series of in-depth peer-reviewed thematic reports can be used to shed light on critical questions concerning educational policies and educational research. The goal is to encourage international dialogue focusing on policy matters and technical evaluation procedures. The resulting debate integrates powerful conceptual frameworks, comprehensive datasets and rigorous analysis, thus enhancing understanding of diverse education systems worldwide.
More information about this series at http://www.springer.com/series/14293
Teresa Neidorf Alka Arora Ebru Erberber Yemurai Tsokodayi Thanh Mai •
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Student Misconceptions and Errors in Physics and Mathematics Exploring Data from TIMSS and TIMSS Advanced
Teresa Neidorf American Institutes for Research Washington, DC, USA
Alka Arora American Institutes for Research Washington, DC, USA
Ebru Erberber American Institutes for Research Washington, DC, USA
Yemurai Tsokodayi Am
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