LEADER 01103nam--2200373---450- 001 990001380150203316 005 20050708180714.0 035 $a000138015 035 $aUSA01000138015 035 $a(ALEPH)000138015USA01 035 $a000138015 100 $a20040129d19701909km-y0itay0103----ba 101 0 $aeng 102 $aGB 105 $a||||||||001yy 200 1 $aVathek$fWilliam Beckford$gedited with an introduction by Roger Lonsdale 210 $aLondon$cOxford University Press$d1970 215 $aXLIII, 187 p., [1] c. di tav.$d21 cm 225 2 $aOxford English Novels 410 0$12001$aOxford English Novels 454 1$12001 461 1$1001-------$12001 700 1$aBECKFORD,$bWilliam$0202437 702 1$aLONSDALE,$bRoger 801 0$aIT$bsalbc$gISBD 912 $a990001380150203316 951 $aVII.3.A. 1206(II i A 540)$b39900 L.M$cII i A 959 $aBK 969 $aUMA 979 $aSIAV5$b10$c20040129$lUSA01$h1512 979 $aPATRY$b90$c20040406$lUSA01$h1737 979 $aCOPAT2$b90$c20050708$lUSA01$h1807 996 $aVathek$918308 997 $aUNISA LEADER 05335 am 22007693u 450 001 9910366622803321 005 20200701122226.0 010 $a3-030-30188-5 024 7 $a10.1007/978-3-030-30188-0 035 $a(CKB)4100000009678420 035 $a(OAPEN)1007215 035 $a(MiAaPQ)EBC5971210 035 $a(DE-He213)978-3-030-30188-0 035 $a(Au-PeEL)EBL5971210 035 $a(OCoLC)1135667056 035 $a(EXLCZ)994100000009678420 100 $a20191023d2020 u| 0 101 0 $aeng 135 $auuuuu---auuuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aStudent Misconceptions and Errors in Physics and Mathematics$b[electronic resource] $eExploring Data from TIMSS and TIMSS Advanced /$fby Teresa Neidorf, Alka Arora, Ebru Erberber, Yemurai Tsokodayi, Thanh Mai 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (165) 225 1 $aIEA Research for Education, A Series of In-depth Analyses Based on Data of the International Association for the Evaluation of Educational Achievement (IEA),$x2366-1631 ;$v9 311 $a3-030-30187-7 327 $a1. 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. 330 $aThis 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. 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