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Neidorf, Teresa; Arora, Alka; Erberber, Ebru; Tsokodayi, Yemurai; Mai, Thanh – International Association for the Evaluation of Educational Achievement, 2020
The International Association for the Evaluation of Educational Achievement (IEA) Research for Education series represents a further effort by IEA to capitalize on it's unique datasets, so as to provide powerful information for policymakers and researchers. Each report focuses on a specific topic and is produced by a dedicated team of leading…
Descriptors: Misconceptions, Mathematical Concepts, Scientific Concepts, Mathematics Instruction
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Sengupta, Pratim; Wilensky, Uri – International Journal of Computers for Mathematical Learning, 2009
Electricity is regarded as one of the most challenging topics for students of all ages. Several researchers have suggested that naive misconceptions about electricity stem from a deep incommensurability (Slotta and Chi 2006; Chi 2005) or incompatibility (Chi et al. 1994) between naive and expert knowledge structures. In this paper we argue that…
Descriptors: Cues, Investigations, Physics, Intuition
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Galili, Igal; Goldberg, Fred – Physics Teacher, 1993
Expands upon the popular belief that mirrors cause the left-right reversal of objects placed in front of them. The image-location rule and image-symmetry rule are applied throughout the article to help summarize some important properties of mirror images. (ZWH)
Descriptors: Mathematics Instruction, Misconceptions, Optics, Physics
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Carson, Robert; Rowlands, Stuart – Science & Education, 2005
Force in modern classical mechanics is unique, both in terms of its logical character and the conceptual difficulties it causes. Force is well defined by a set of axioms that not only structures mechanics but science in general. Force is also the dominant theme in the "misconceptions" literature and many philosophers and physicists alike have…
Descriptors: Physics, Misconceptions, Motion, Science Instruction
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Dibble, William E.; Hart, Grant W.; Stokes, Harold T. – Physics Teacher, 1999
Advocates the use of subscripts in the formula for relativistic velocity addition to minimize student confusion. (WRM)
Descriptors: Equations (Mathematics), High Schools, Higher Education, Mathematics Instruction
Mestre, Jose P.; And Others – 1987
The increasing availability of the computer in the classroom has created a need for informed and creative instructional software. Two areas of cognitive research in mathematics and science learning have implications to instruction and, consequently, to educational software design. These are research on misconceptions and on differences between…
Descriptors: Algebra, College Mathematics, College Science, Courseware
Novak, Joseph D., Ed. – 1987
This document is the last of three volumes of the proceedings of an international seminar which focused on student misconceptions in science and mathematics as well as teaching strategies intended to deal with those misconceptions. An introduction to the volume explains the format of the conference and the organization of the sessions. It stresses…
Descriptors: Chemistry, Elementary School Mathematics, Elementary School Science, Elementary Secondary Education
Learning and Skills Network (NJ3), 2007
This publication provides an introduction to teaching and learning approaches for the extension topics within GCSE Physics. It highlights some specific ideas that teachers can adopt and where to find further information. It also outlines issues for managing the change. This guide contains sevens sections: Section 1 presents the policy context;…
Descriptors: Physics, Science Departments, Foreign Countries, Science Instruction