Effectiveness of conceptual change strategies in science education: A meta‐analysis

Abstract

There is extensive literature focusing on students' misconceptions in various subject domains. Several conceptual change approaches have been trying to understand how conceptual change occurs to help learners handle these misconceptions. This meta‐analysis aims to integrate studies investigating the effectiveness of three types of conceptual change strategy: cognitive conflict, cognitive bridging, and ontological category shift in science learning. We conducted a random‐effects meta‐analysis to calculate an overall effect size in Hedges' g with a sample of 218 primary studies, including 18,051 students. Our analyses resulted in a large overall effect size (g = 1.10, 95% CI [1.01, 1.19], k = 218, p < 0.001). We also performed a robust Bayesian meta‐analysis to calculate an adjusted effect size, which specified a large effect (adjusted g = 0.93, 95% CI [0.68, 1.07], k = 218). Results are also consistent across the conceptual change strategies of cognitive conflict (g = 1.10, 95% CI [0.99, 1.21], k = 150, p < 0.001), cognitive bridging (g = 1.06, 95% CI [0.84, 1.28], k = 30, p < 0.001), and ontological category shift (g = 0.88, 95% CI [0.50, 1.26], k = 9, p < 0.001). However, a wide‐ranging prediction interval [0.19, 2.38] points out a high level of heterogeneity in the distribution of effect sizes. Thus, we investigated the moderating effects of several variables using simple and multiple meta‐regression. The final meta‐regression model we created explained 35% of overall heterogeneity. This meta‐analysis provides robust evidence that conceptual change strategies significantly enhance students' learning in science.

A meta-analysis of effectiveness of chemical bonding-based intervention studies in improving academic performance

“…Nonetheless, it is important to note that high school (k = 34) had the highest mean effect-size while K-8 (k = 9) was the lowest. These values align with the effect-sizes of conceptual change strategies reported by Pacaci et al (2023). Also, the mean effect-size of the studies with high school is very close to the value (Cohen d = 1.06) found by Ahmad et al (2023).…”

“…For example, Munawarah et al (2020), who implemented the enriched learning environment with different methods (e.g., problem-based learning and worksheets) for teaching chemical bonding, produced the highest effect-size (perfectly huge). Their study was crucial for illustrating how the scope, content, and nature of the teaching intervention are important in addressing the purpose of one's research (Pacaci et al, 2023). Moreover, cultural contexts can affect how the interventions fit with the learning goals of the national science/chemistry curriculum or educational priorities.…”

“…For older students, the pattern may be explained by the fact that their chemistry studies and academic performance are more advanced as a result of epistemological and ontological growth. In other words, the student performance outcomes of the studies' findings may come from the type of chemical bonding-based assessment implemented at each level (Langbeheim et al, 2023;Pacaci et al, 2023). For example, although multiple choice questions were very common at all educational levels (e.g., Bayrak, 2005;Karacop and Doymus, 2013;Korkman, 2018;Adherr et al, 2019;Ginting and Juniar, 2022), the studies conducted at the university level had the students respond to open-ended questions or two-tier diagnostic questions where they expressed their responses in writing and diagrammed chemical formulas (e.g., Teichert and Stacy, 2002;Karacop and Doymus, 2013;Sari, 2013).…”

A problem-based learning activity for enhancing inquiry skills and facilitating conceptual change in a biological chemistry course

“…Conceptual change can be facilitated by exposure to new information or experiences-for example, through cognitive conflict or the use of bridging analogies-active engagement and participation in the learning process (including cooperative and shared learning to promote collective discussion of ideas) and metacognitive reflection on one's learning and understanding through the so-called Socratic dialogue. This approach might focus on the restructuring of existing knowledge frameworks, the refinement or expansion of existing concepts, or the replacement of prior concepts with new, scientifically accurate ones (Limo ´n, 2001;Planinic et al, 2005;Gafoor and Akhilesh, 2013;Pacaci et al, 2023).…”

High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective

“…Based on this fact, researchers have come to believe that it is essential to consider the existing conceptions held by students to promote the desired learning effectively (Duit & Treagust, 2003;Hewson & Hewson, 1983;Posner et al, 1982;Smith et al, 1993). In this regard, the studies investigating alternative conceptions and their causes have been considered basic research for conceptual change and learning progressions (Erman, 2017;Garnett et al, 1995;Gotwals, 2012;Pacaci et al, 2023;Vosniadou & Brewer, 1994).…”