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Muntasir Hoq; Ananya Rao; Reisha Jaishankar; Krish Piryani; Nithya Janapati; Jessica Vandenberg; Bradford Mott; Narges Norouzi; James Lester; Bita Akram – International Educational Data Mining Society, 2025
In Computer Science (CS) education, understanding factors contributing to students' programming difficulties is crucial for effective learning support. By identifying specific issues students face, educators can provide targeted assistance to help them overcome obstacles and improve learning outcomes. While identifying sources of struggle, such as…
Descriptors: Computer Science Education, Programming, Misconceptions, Error Patterns
Amedeo Pachera; Stefania Dumbrava; Angela Bonifati; Andrea Mauri – ACM Transactions on Computing Education, 2025
Query languages are the foundations of database teaching and education practices. The broad adoption of graph databases contrasts with the limited research into how they are taught. Contrary to relational databases, graph databases allow navigational queries with higher expressivity and lack an a priori schema. In this article, we design a…
Descriptors: Error Patterns, Graphs, Programming Languages, Databases
Yasseen Rabab’ah – Educational Process: International Journal, 2025
Background/purpose: It is an urgent necessity to identify geometric conceptual errors among students at different levels. These errors cannot be ignored, as they hinder the learning of related concepts. Teachers need to be aware of these errors, which are often embedded in students' cognitive structures, so that they can work on eliminating them…
Descriptors: Geometric Concepts, Error Patterns, Mathematics Instruction, Concept Formation
John P. Papadouris; Vassilis Komis; Konstantinos Lavidas – Mathematics Education Research Journal, 2025
Although absolute value is of interest to mathematics teaching researchers, since many students face problems with it, there does not seem to be an integrated record of students' errors. The present study attempts to conduct a systematic review to identify and categorize errors and misconceptions of secondary school students aged 12-18 concerning…
Descriptors: Error Patterns, Misconceptions, Secondary School Students, Secondary School Mathematics
Crystal Uminski; Dina L. Newman; L. Kate Wright – CBE - Life Sciences Education, 2025
Molecular biology can be challenging for undergraduate students because it requires visual literacy skills to interpret abstract representations of submicroscopic concepts, structures, and processes. The Conceptual-Reasoning-Mode framework suggests that visual literacy relies on applying conceptual knowledge to appropriately reason with the…
Descriptors: Visual Literacy, Student Attitudes, Molecular Biology, Genetics
Gilbert Kereng Pule; Khensane Mkhabela; Amokelo Given Maweya – Journal of Inquiry Based Activities, 2025
This qualitative case study, grounded within the interpretive paradigm, analyzed the errors and misconceptions made by 11th-grade learners when tackling the tangent-chord theorem task in Euclidean geometry. Studying Euclidean geometry helps learners develop critical thinking skills, such as constructing arguments and applying logical reasoning.…
Descriptors: Error Patterns, Misconceptions, Grade 11, High School Students
National Council of Teachers of Mathematics, 2025
Get a deeper understanding of teaching functions, 9-12 with our concise and comprehensive Go-To Guide. Based on "Developing Essential Understanding of Functions 9-12" and "Putting Essential Understanding of Functions into Practice 9-12," this summary distills the key concepts and ideas into a quick-reference guide that's…
Descriptors: Mathematics Instruction, Teaching Methods, Kindergarten, Elementary Secondary Education
Sakyiwaa Boateng; Sizwe J. C. Masuku – Journal of Baltic Science Education, 2025
Electricity and magnetism are fundamental areas of physics and are integral to science curricula at various educational levels. However, this area has been reported to contain several concepts that students find challenging, leading to perspectives that diverge from scientifically accepted views. This study examines the errors made by physics…
Descriptors: Physics, Science Teachers, Preservice Teachers, Teacher Education Programs
Nia Kania; Aep Saepudin; Ferit Gürbüz – Journal of Research and Advances in Mathematics Education, 2025
Persistent difficulties in learning abstract algebraic concepts--particularly among preservice mathematics teachers--continue to hinder students' mathematical development. While prior studies have documented general misconceptions, few have grounded their analysis in comprehensive learning theories. Addressing this gap, the present study adopts…
Descriptors: Preservice Teachers, Mathematics Teachers, Cognitive Processes, Barriers
Test of Understanding of Electric Field, Force, and Flux: A Reliable Multiple-Choice Assessment Tool
Eder Hernandez; Esmeralda Campos; Pablo Barniol; Genaro Zavala – Physical Review Physics Education Research, 2025
This study presents the development and validation of a novel multiple-choice test designed to assess university students' conceptual understanding of electric field, force, and flux. The test of understanding of electric field, force, and flux was constructed based on the results of previous studies using a phenomenographic approach to classify…
Descriptors: Physics, Scientific Concepts, Science Tests, Multiple Choice Tests
Viwe Tunzana; Angel Mukuka; Benjamin Tatira – Mathematics Teaching Research Journal, 2025
This study aimed to evaluate the effectiveness of a remedial teaching intervention in improving learners' understanding of trigonometric equations. Using a mixed methods exploratory case study design, a purposive sample of 24 Grade 11 learners from a rural school in the Eastern Cape province participated in the intervention. The research involved…
Descriptors: Mathematics Instruction, Remedial Instruction, Trigonometry, Misconceptions
Ian Thacker; Hannah French; Shon Feder – International Journal of Science Education, 2025
Presenting novel numbers about climate change to people after they estimate those numbers can shift their attitudes and scientific conceptions. Prior research suggests that such science learning can be supported by encouraging learners to make use of given benchmark information, however there are several other numerical estimation skills that may…
Descriptors: Climate, Computation, College Students, Hispanic American Students

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