Exhaustive studies before covid-19 pandemic attack of students’ conceptual change in science education: A literature review

Abstract

This systematic review is aimed to explore the researches that established students’conceptual change process, both studies that facilitate conceptual change and studies that determined learner characters influencing conceptual change. Overall, 50 studies were examined in this review. The current study focused on the common characteristics of the literature, the conceptual change instructional interventions used and the methods usedto assess them. This review generates four averments about the current study: (1) physics subjects have obtained more attention than other science domains; (2) the majority of studies were conducted on undergraduate students of various majors, not only science education students; (3) studies about conceptual change have developed from a cognitive-only perspective to metacognitive aspects; (4) design on conceptual change study has been dominated by quasi experiment with only pre- and post-intervention. Based on these averments, the authors invite the future empirical studies to consider affective variables in designing instructional approach, focus on examining pre-service science teachers’ conceptual change through the implementation of an instructional intervention, and apply qualitative data collection methods regarding affective and metacognitive variables through the implementation of an instructional intervention.

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

“…Teaching strategies that promote conceptual change (k = 7) may challenge students to consider alternative conceptions and encourage them to replace insufficient concepts with more fruitful and scientifically accepted ones (Hewson and Hewson, 1983;Çalik et al, 2009;Hafizhah Putri et al, 2022). Thus, the use of cognitive and knowledge-based interpretations/processes of conceptual change seems to have supported students' meaningful learning and sound understanding of chemical bonding concepts (Guzzetti et al, 1993;Çalik et al, 2023).…”

Concept mapping and conceptual change texts: a constructivist approach to address the misconceptions in nanoscale science and technology

“…The formation of a knowledge framework can be shaped by a range of factors, which include, but are not restricted to, students' existing knowledge, personal experiences, information organization methods, perceptions, ideas, and their interactions with their surroundings (Putri et al, 2022b). The teacher's responsibility is to guide students in cultivating new insights and connecting them with their existing knowledge.…”

Aprendizaje de las ciencias: Secado de alimentos como proyecto STEM

“…Las metodologías de enseñanza centradas en el estudiante a través del aprendizaje activo han ido ganando terreno [4] . Las investigaciones educativas también han girado en torno a aspectos como la transformación conceptual [5] ; efectividad de recursos para el aprendizaje [6], [7] ; la enseñanza virtual e híbrida [8] ; las percepciones acerca de la naturaleza de la ciencia [9] y el desarrollo de habilidades cognitivas y socioemocionales [10], [11] . También ha habido un crecimiento en instrumentaciones didácticas e implementación de proyectos educativos basados en la educación STEM (por la siglas en inglés de Ciencia, Tecnología, Ingeniería y Matemáticas) para estudiantes de todos los niveles educativos [12] , ya que ofrece una oportunidad para formar científicos y tecnólogos, pero también para las ciudadanías [13] .…”