Evaluating item difficulty patterns for assessing student misconceptions in science across physics, chemistry, and biology concepts
Understanding item difficulty in science concepts is essential for teachers in teaching and learning to avoid student misconceptions. This study aims to evaluate the patterns of item difficulty estimates in science concepts exploring student misconceptions across physics, biology, and chemistry and...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Elsevier
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/fb93fe8f91ff49dbb5517859d42ace76 |
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