Keywords
misconceptions
u-learning
How to Cite
Abstract
Conceptual change has proven to be a popular and fruitful area of science education research in the past forty years. Three meta-analyses published in the past two years have shown that intervention studies on conceptual change are most successful when they utilize cognitive conflict as the remediation strategy. This review draws on the meta-analyses to argue that conceptual change interventions remain essential for improving student learning.
References
Aleknaviciute, V., Letinen, E., Sodervik, I. (2023). Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies. Educational Research Review 41, 1- 25.
Cosgrove, M. & Osborne, R. (1985). Lesson frameworks for changing children’s ideas. In Ro. Osborne and P. Freyberg (eds.). Learning in Science. Auckland: Heinemann.
Djanette, B. & Fouad, C. (2014). Determination of university students’ misconceptions about light using concept maps. In Procedia - Social and Behavioral
Sciences 152 ( 2014 ) 582 – 589
Eaton, J.F., Anderson, C.W. & Smith, E.L. (1983). When students don’t know they don’t know. Science Education, 20 (7). 6–9.
Hewson, P. W., & Hewson, M. G. A’B. (1988). An appropriate conception of teaching science: a view from studies of science learning. Science Education, 72, 597–614.
Pacaci, C., Ustun, U., & Ozdemir, O. F. (2023). Effectiveness of conceptual change strategies in science education: A meta-analysis. Journal of Research in Science Teaching, 1–63. https://doi.org/10.1002/tea.21887
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. https://doi.org/10.1002/sce.3730660207
Potvin, P., Nenciovici, L., Malenfant-Robichaud, G., Thibault, F., Sy, O., Mahhou, M. A., Bernard, A., Allaire-Duquette, G., Sarrasin, J. B., Brault Foisy, L. M., Brouillette, N., St-Aubin, A. A., Charland, P., Masson, S., Riopel, M., Tsai, C. C., B´elanger, M., & Chastenay, P. (2020). Models of conceptual change in science learning: Establishing an exhaustive inventory based on support given by articles
published in major journals. Studies in Science Education, 56(2), 157–211. https://doi.org/10.1080/03057267.2020.1744796
Resbiantoro, G., Setiani, R., & Dwikoranto. (2022). A review of misconception in physics: the diagnosis, causes, and remediation. Journal of Turkish Science Education, 19(2), 403-427. DOI no: 10.36681/tused.2022.128
Rice, K. & Feher, E. (1988). Shadows and anti-images: Children’s conceptions of light and vision II. Science Education, 12(5), 637–649.
Watts, D.M. (1985). Student misconceptions of light: A case study. Physics Education, 20(4), 183–187