Advancement of Conceptual Change in Physics Education from 2018-2024:  A Literature Review

Siska Dewi Aryani; Hera Novia; Andhy Setiawan; Achmad Samsudin

doi:10.20527/jipf.v8i2.12346

Advancement of Conceptual Change in Physics Education from 2018-2024: A Literature Review

Siska Dewi Aryani, Hera Novia, Andhy Setiawan, Achmad Samsudin

Abstract

Conceptual change (CC) occurs when students move from incorrect to scientifically accepted ideas. This article presents an overview of 47 international journal articles on the journal index, theoretical framework, purpose, data analysis, and research recommendations published between 2018-2024. This review resulted in five statements: 1) indexation of the journal used by the source of conceptual change studies; 2) the theoretical framework utilized in conceptual change; 3) the objectives used in conceptual change research; 4) data analysis used in research methodology; and 5) recommendations for various studies used by researchers to develop further. Based on this study, the authors recommend future empirical studies related to using a more specific theoretical framework in intervention learning, exploring deeper conceptual changes in the affective and social domains and examining the relationship between the role of metacognitive strategies and conceptual change.

Keywords

conceptual change; literature review; physics education

Full Text:

PDF

References

Addido, J., Burrows, A. C., & Slater, T. F. (2022a). Addressing pre-service teachers’ misconceptions and promoting conceptual understanding through the conceptual change model. Problems of Education in the 21st Century, 80(4), 499–515. https://doi.org/10.33225/pec/22.80.499

Addido, J., Burrows, A., & Slater, T. (2022b). The effect of the conceptual change model on conceptual understanding of electrostatics. Education Sciences, 12(10). https://doi.org/10.3390/educsci12100696

Al-rsa ’ i, m. S., Khoshman, J. M., & Tayeh, K. A. (2020). Jordanian pre-service physics teacher ’ s misconceptions about force and motion. Journal of Turkish Science Education, 17(4), 528–543. https://doi.org/10.36681/tused.2020.43

Anggoro, S., Widodo, A., Suhandi, A., & Treagust, D. F. (2019). Using a discrepant event to facilitate preservice elementary teachers’ conceptual change about force and motion. Eurasia Journal of Mathematics, Science and Technology Education, 15(8). https://doi.org/10.29333/ejmste/105275

Banda, H. J., & Nzabahimana, J. (2023). The impact of physics education technology (phet) interactive simulation-based learning on motivation and academic achievement among malawian physics students. Journal of Science Education and Technology, 32(1), 127–141. https://doi.org/10.1007/s10956-022-10010-3

Brock, R., & Taber, K. S. (2020). Making claims about learning: a microgenetic multiple case study of temporal patterns of conceptual change in learners’ activation of force conceptions. International Journal of Science Education, 42(8), 1388–1407. https://doi.org/10.1080/09500693.2020.1764657

Büyükbayraktar, F. N., & Dilber, R. (2022). Teaching of magnetism unit topics via active learning applications. Participatory Educational Research, 9(6), 286–311. https://doi.org/10.17275/per.22.140.9.6

Cassidy, R., & Ahmad, A. (2021). Evidence for conceptual change in approaches to teaching. Teaching in Higher Education, 26(5), 742–758. https://doi.org/10.1080/13562517.2019.1680537

Chancey, J. B., Heddy, B. C., Lippmann, M., & Meek, D. (2021). Investigating the Impact of mindfulness-based interventions on processes of conceptual, emotional, and attitude change. Journal of Cognitive Enhancement, 5(2), 204–217. https://doi.org/10.1007/s41465-020-00195-z

Chi, M. T. H. (2005). Commonsense conceptions of emergent processes: Why some misconceptions are robust. Journal of the Learning Sciences, 14(2), 161–199. https://doi.org/10.1207/s15327809jls1402_1

Chiu, C.-W., Ou, G.-B., Tsai, Y.-H., -, al, Hu, C., Li, Y., Zhang, N., Latifah, S., Irwandani, I., Saregar, A., Diani, R., Fiani, O., Widayanti, W., & Deta, U. A. (2019). How the predict-observe-explain (poe) learning strategy remediates students’ misconception on temperature and heat materials? Journal of Physics: Conference Series, 2019•iopscience.Iop.Org, 12051. https://doi.org/10.1088/1742-6596/1171/1/012051

Coştu, B., & Ayas, A. (2005). Evaporation in different liquids: Secondary students’ conceptions. Research in Science and Technological Education, 23(1), 75–97. https://doi.org/10.1080/02635140500068476

Djudin, T. (2021). Promoting students’ conceptual change by integrating the 3-2-1 reading technique with refutation text in the physics learning of buoyancy. Journal of Turkish Science Education, 18(2), 290–303. https://doi.org/10.36681/tused.2021.66

Edelsbrunner, P. A., Schalk, L., Schumacher, R., & Stern, E. (2018). Variable control and conceptual change: A large-scale quantitative study in elementary school. Learning and Individual Differences, 66(August 2018), 38–53. https://doi.org/10.1016/j.lindif.2018.02.003

Eshach, H., Lin, T. C., & Tsai, C. C. (2018). Misconception of sound and conceptual change: A cross-sectional study on students’ materialistic thinking of sound. Journal of Research in Science Teaching, 55(5), 664–684. https://doi.org/10.1002/tea.21435

Ezema, M. J., Ugwuany, C. S., Okeke, C. I., & Orji, E. I. (2022). Influence of cognitive ability on students’ conceptual change in particulate nature of matter in physics. Journal of Turkish Science

Education, 19(1), 194–217. https://doi.org/10.36681/tused.2022.118

Fan, X., Geelan, D., & Gillies, R. (2018). Evaluating a novel instructional sequence for conceptual change in physics using interactive simulations. Education Sciences, 8(1), 1–19. https://doi.org/10.3390/educsci8010029

Flegr, S., Kuhn, J., & Scheiter, K. (2023). When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education. Computers and Education, 197(June 2022), 104745. https://doi.org/10.1016/j.compedu.2023.104745

Gao, Y., Zhai, X., Andersson, B., Zeng, P., & Xin, T. (2020). Developing a learning progression of buoyancy to model conceptual change: A latent class and rule space model analysis. Research in Science Education, 50(4), 1369–1388. https://doi.org/10.1007/s11165-018-9736-5

Gil‐Perez, D., & Carrascosa, J. (1990). What to do about science “misconceptions.” Science Education, 74(5), 531–540. https://doi.org/10.1002/sce.3730740504

Heddy, B. C., Taasoobshirazi, G., Chancey, J. B., & Danielson, R. W. (2018). Developing and validating a conceptual change cognitive engagement instrument. Frontiers in Education, 3(June), 1–9. https://doi.org/10.3389/feduc.2018.00043

Jiang, T., Wang, S., Wang, J., & Ma, Y. (2018). Effect of different instructional methods on students’ conceptual change regarding electrical resistance as viewed from a synthesized theoretical framework. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2771–2786. https://doi.org/10.29333/ejmste/90592

Kaniawati, I., Maulidina, W. N., Novia, H., Samsudin, I. S. A., Aminudin, A. H., & Suhendi, E. (2021). Implementation of interactive conceptual instruction (ici) learning model assisted by computer simulation: Impact of students’ conceptual changes on force and Vibration. International Journal of Emerging Technologies in Learning, 16(22), 167–188. https://doi.org/10.3991/ijet.v16i22.25465

Kaur, T., Blair, D., Stannard, W., Treagust, D., Venville, G., Zadnik, M., Mathews, W., & Perks, D. (2020). Determining the intelligibility of einsteinian concepts with middle school students. Research in Science Education, 50(6), 2505–2532. https://doi.org/10.1007/s11165-018-9791-y

Kelley, T. R., Capobianco, B. M., & Kaluf, K. J. (2015). Concurrent think-aloud protocols to assess elementary design students. International Journal of Technology and Design Education, 25(4), 521–540. https://doi.org/10.1007/s10798-014-9291-y

Lemmer, M., Kriek, J., & Erasmus, B. (2020). Analysis of students’ conceptions of basic magnetism from a complex systems perspective. Research in Science Education, 50(2), 375–392. https://doi.org/10.1007/s11165-018-9693-z

Leuchter, M., Saalbach, H., Studhalter, U., & Tettenborn, A. (2020). Teaching for conceptual change in preschool science: relations among teachers’ professional beliefs, knowledge, and instructional practice. International Journal of Science Education, 42(12), 1941–1967. https://doi.org/10.1080/09500693.2020.1805137

Li, X., Li, Y., & Wang, W. (2023). Long-lasting conceptual change in science education: The role of u-shaped pattern of argumentative dialogue in collaborative argumentation. Science and Education 32(1). Springer Netherlands. https://doi.org/10.1007/s11191-021-00288-x

Li, X., Wang, W., & Li, Y. (2022). Systematically reviewing the potential of scientific argumentation to promote multidimensional conceptual change in science education. International Journal of Science Education, 44(7), 1165–1185. https://doi.org/10.1080/09500693.2022.2070787

Liaw, H., Yu, Y. R., Chou, C. C., & Chiu, M. H. (2021). Relationships between facial expressions, prior knowledge, and multiple representations: a Case of conceptual change for kinematics instruction. Journal of Science Education and Technology, 30(2), 227–238. https://doi.org/10.1007/s10956-020-09863-3

Lin, J., Xing, Y., Hu, Y., Zhang, J., Bao, L., Luo, K., Yu, K., & Xiao, Y. (2023). Inhibitory control involvement in overcoming the position-velocity indiscrimination misconception among college physics majors. Physical Review Physics Education Research, 19(1), 10112. https://doi.org/10.1103/PhysRevPhysEducRes.19.010112

Lynn, S., Kirsch, I., … D. T.-A. C., & 2020, undefined. (2020). Myths and misconceptions about hypnosis and suggestion: Separating fact and fiction. Wiley Online LibrarySJ Lynn, I Kirsch, DB Terhune, JP GreenApplied Cognitive Psychology, 2020•Wiley Online Library, 34(6), 1253–1264. https://doi.org/10.1002/acp.3730

Mason, L., Zaccoletti, S., Carretti, B., Scrimin, S., & Diakidoy, I. A. N. (2019). The role of inhibition in conceptual learning from refutation and standard expository texts. International Journal of Science and Mathematics Education, 17(3), 483–501.

https://doi.org/10.1007/S10763-017-9874-7

Mclure, F., Won, M., & Treagust, D. F. (2020). Teaching thermal physics to Year 9 students: The thinking frames approach. Physics Education, 55(3). https://doi.org/10.1088/1361-6552/ab6c3c

McLure, F., Won, M., & Treagust, D. F. (2020a). A sustained multidimensional conceptual change intervention in grade 9 and 10 science classes. International Journal of Science Education, 42(5), 703–721. https://doi.org/10.1080/09500693.2020.1725174

McLure, F., Won, M., & Treagust, D. F. (2020b). Students’ understanding of the emergent processes of natural selection: the need for ontological conceptual change. International Journal of Science Education, 42(9), 1485–1502. https://doi.org/10.1080/09500693.2020.1767315

Neswary, S. B. A., & Prahani, B. K. (2022). Profile of students’ physics critical thinking skills and application of problem based learning models assisted by digital books in physics learning in high school. Jurnal Penelitian Pendidikan IPA, 8(2), 781–789.

https://doi.org/10.29303/JPPIPA.V8I2.1444

Nincarean Eh Phon, D., Zainal Abidin, A. F., Ab Razak, M. F., Kasim, S., Basori, A. H., & Sutikno, T. (2019). Augmented reality: Effect on conceptual change of scientific. Bulletin of Electrical Engineering and Informatics, 8(4), 1537–1544. https://doi.org/10.11591/eei.v8i4.1625

Noris, M., Jannah, M., Suyitno, M., & Rizal, S. U. (2024). Analysis of students’ critical thinking ability profile using hots-based questions. Jurnal Penelitian Pendidikan IPA, 10(2), 530–538. https://doi.org/10.29303/JPPIPA.V10I2.5435

OH, J. Y., MAENG, H. J., & SON, Y. A. (2020). Using teaching strategies of model-based co-construction of pre-service elementary teachers about seasonal change. Journal of Turkish Science Education, 17(2), 253–270. https://doi.org/10.36681/tused.2020.25

Posner, M. I. (1980). Orienting of attention. The Quarterly Journal of Experimental Psychology, 32(1), 3–25. https://doi.org/10.1080/00335558008248231

Potvin, P., Nenciovici, L., Malenfant-Robichaud, G., Thibault, F., Sy, O., Mahhou, M. A., Bernard, A., Allaire-Duquette, G., Blanchette Sarrasin, J., Brault Foisy, L. M., Brouillette, N., St-Aubin, A. A., Charland, P., Masson, S., Riopel, M., Tsai, C. C., Bélanger, 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

Putri, A., Samsudin, A., Education, A. S.-J. of T. S., & 2022, undefined. (2022). Exhaustive studies before covid-19 pandemic attack of students’ conceptual change in science education: A literature review. Tused.OrgAH Putri, A Samsudin, A SuhandiJournal of Turkish Science Education, 2022•tused.Org, 19(3), 808–829. https://doi.org/10.36681/tused.2022.151

Saouma, D., Bahous, R., Natout, M., & Nabhani, M. (2018). Figures of speech in the physics classroom: a process of conceptual change. Research in Science and Technological Education, 36(3), 375–390. https://doi.org/10.1080/02635143.2018.1438388

Schellings, G. L. M., Van Hout-Wolters, B. H. A. M., Veenman, M. V. J., & Meijer, J. (2013). Assessing metacognitive activities: The in-depth comparison of a task-specific questionnaire with think-aloud protocols. European Journal of Psychology of Education, 28(3), 963–990. https://doi.org/10.1007/s10212-012-0149-y

Siantuba, J., Nkhata, L., & de Jong, T. (2023). The impact of an online inquiry-based learning environment addressing misconceptions on students’ performance. Smart Learning Environments, 10(1), 1–19. https://doi.org/10.1186/s40561-023-00236-y

Spatz, V., Hopf, M., Wilhelm, T., Waltner, C., & Wiesner, H. (2020). Introduction to newtonian mechanics via two-dimensional dynamics-the effects of a newly developed content structure on german middle school students. European Journal of Science and Mathematics Education, 8(2), 76–91. https://doi.org/10.30935/scimath/9548

Syuhendri, S. (2021). Effect of conceptual change texts on physics education students’ conceptual understanding in kinematics. Journal of Physics: Conference Series, 1876(1), 0–8. https://doi.org/10.1088/1742-6596/1876/1/012090

Taşlıdere, E. (2021). Relative effectiveness of conceptual change texts with concept cartoons and 5e learning model with simulation activities on pre-service teachers’ conceptual understanding of waves. Participatory Educational Research, 8(4), 215–238. https://doi.org/10.17275/PER.21.87.8.4

Thurn, C. M., Hänger, B., & Kokkonen, T. (2020). Concept mapping in magnetism and electrostatics: Core concepts and development over time. Education Sciences, 10(5). https://doi.org/10.3390/educsci10050129

Treagust, D. F., & Duit, R. (2008). Conceptual change: a discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education, 3(2), 297–328. https://doi.org/10.1007/s11422-008-9090-4

Velasco, J., Buteler, L., Briozzo, C., & Coleoni, E. (2022). Learning entropy among peers through the lens of coordination class theory. Physical Review Physics Education Research, 18(1), 10127. https://doi.org/10.1103/PhysRevPhysEducRes.18.010127

Wade-Jaimes, K., Demir, K., & Qureshi, A. (2018). Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity. Science Education, 102(4), 711–743. https://doi.org/10.1002/sce.21444

Xiao, Y., Xu, G., Han, J., Xiao, H., Xiong, J., & Bao, L. (2020). Assessing

the longitudinal measurement invariance of the Force Concept Inventory and the Conceptual Survey of Electricity and Magnetism. Physical Review Physics Education Research, 16(2), 20103. https://doi.org/10.1103/PhysRevPhysEducRes.16.020103

Younis, B., & Khaleel Younis, B. (2021). Independent Study Simulations versus Practical Experiments: A study of 5E Model Effects as Conceptual Change Strategy in Physics. 6(1), 2302–2310. http://journalppw.com

Yuruk, N., Beeth, M. E., & Andersen, C. (2009). Analyzing the effect of metaconceptual teaching practices on students’ understanding of force and motion concepts. Research in Science Education, 39(4), 449–475. https://doi.org/10.1007/S11165-008-9089-6/METRICS

Zuccarini, G., & Malgieri, M. (2022). Modeling and representing conceptual change in the learning of successive theories: the case of the classical-quantum transition. Science and Education (Issue 0123456789). Springer Netherlands. https://doi.org/10.1007/s11191-022-00397-1

DOI: https://doi.org/10.20527/jipf.v8i2.12346