Student Misconceptions and Errors in Physics and Mathematics: Exploring Data from TIMSS and TIMSS Advanced
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.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.
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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 1
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Teresa Neidorf Principal Researcher Teresa Smith Neidorf is a principal research scientist at AIR with expertise in science, large-scale assessment, and scoring. She has served as senior science content expert and technical advisor to the National Center for Education Statistics (NCES) for NAEP Assessment Operations Support in the Education Statistics Services Institute Network, working on multiple projects related to NAEP assessment development and scoring across subject areas since 2003, with a recent focus on the development of the 2015 and 2019 science assessments and the 2014 technology and engineering literacy (TEL) assessment, including the transition from paper/pencil to digitally-based assessments. Starting in 2013, Dr. Neidorf has also provided content and technical expertise for U.S. participation in the Trends in International Mathematics and Science Study (TIMSS) at grades 4 and 8 and the TIMSS Advanced physics assessment at grade 12. Since 2003, she has conducted and reported multiple studies comparing NAEP with international assessments in mathematics and science. In 2014, she led a study to compare the Next Generation Science Standards with the NAEP frameworks in science, TEL, and mathematics. In 2016, she led comparisons between NAEP and international assessment frameworks and items to support the U.S. release of results from the 2015 NAEP, TIMSS, TIMSS Advanced, and PISA science assessments as well as a special in-depth report on U.S. students’ strengths and weaknesses in advanced mathematics and physics based on TIMSS Advanced. Prior to beginning her work at AIR, Dr. Neidorf was science coordinator for the TIMSS International Study Center at Boston College, where she had primary responsibility for science framework and assessment development as well as reporting from the 1995, 1999 and 2003 assessments. Dr. Neidorf has a Ph.D. in chemistry from Stanford University and worked for several years as a research scientist at Eastman Kodak Company before obtaining a M.Ed. in Educational Research, Measurement, and Evaluation from Boston College and changing the focus of her career to large-scale mathematics and science assessment.
Teresa Neidorf
Ebru Erberber Principal Researcher Ebru Erberber is a principal researcher at AIR. Dr. Erberber has more than 15 years of experience in large-scale comparative studies of educational achievement. In her current position, she serves as the project leader for the Trends in International Mathematics and Science Study (TIMSS) and the Teaching and Learning International Survey (TALIS). In this role, she manages AIR’s technical and substantive support for the National Center for Education Statistics (NCES) on developing and reviewing TIMSS and TALIS data collection instruments (e.g., achievement tests, scoring documentation, and background questionnaires), reports, and dissemination materials; and directing and conducting research with the international datasets. In her previous roles at AIR, Dr. Erberber provided content and technical expertise in USAID- and World Bank-funded projects in low and middle-income nations in design, development, and implementation stages of monitoring and evaluation systems. Countries of extensive experience include Pakistan, Egypt, and Namibia. Also conducted monitoring and evaluation work in Sri Lanka, Vietnam, Cambodia, and Peru. Before joining AIR, Dr. Erberber worked at the TIMSS & PIRLS International Study Center at Boston College where she had primary responsibilities at all stages of TIMSS including development of assessment framework, achievement items, scoring guides, test booklets, data analysis, and reporting activities. Prior to that, she served as science teacher, science coordinator, and assistant principal in K-12 schools in Istanbul, Turkey. She is fluent in English and Turkish and holds a Project Management Professional (PMP) Certificate through the Project Management Institute (PMI).
Ebru Erberber
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