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

Exhaustive studies before covid-19 pandemic attack of students’ conceptual change in science education: A literature review Ananda Hafizhah Putri Achmad Samsudin Andi Suhandi

Tag layer of the DHSS Meta-Tagging Project. The article text is reproduced from the staged copy named in sourceDesc and is not altered; the tags are held separately in standOff so that overlapping and nested spans are preserved.

Exhaustive studies before covid-19 pandemic attack of students’ conceptual change in science education: A literature review 2022 Journal of Turkish Science Education 10.36681/tused.2022.151 putri2022-exhaustive-studies-before-covid-19 putri2022-exhaustive-studies-before-covid-19.txt, the project's staged copy a4e249169aff834e4f3074cc69f531b6e71db57c open-access science-education

the paper's own words

the tag layer; a sentence written by the tagger about the paper, always anchored to a quotation but not itself a quotation

0 spans located by searching the stored text for the quote's exact words, allowing any whitespace between them critique Quotation withheld because this record is not cleared for redistribution. students' conceptual change in science education Quotation withheld because this record is not cleared for redistribution. systematic-review systematic-review Quotation withheld because this record is not cleared for redistribution. mechanisms COVID-19 disrupted teaching and research activity and diverted attention to building online/hybrid learning environments, which is why no conceptual change study appears in the 2020-2021 window Quotation withheld because this record is not cleared for redistribution. Studies that found a conception and no change were excluded, so the corpus is selected on the outcome the review reports. what this limits: any characterisation here of what conceptual-change research has found: studies that merely identified students' alternative beliefs, without testing whether those beliefs were changed by a specific intervention, were excluded from the review Quotation withheld because this record is not cleared for redistribution. The review's own verdict is that one framework across the literature determined how the construct was measured. what this limits: any figure or trend reported from this literature: the review states nearly all the studies observed conceptual change from a cognitive-only framework, which led to examining conceptual change quantitatively Quotation withheld because this record is not cleared for redistribution. The corpus is what a keyword search returned, narrowed by hand from hundreds to fifty. what this limits: the review's claim to be exhaustive: hundreds of documents were discovered by the search and only 50 matched the authors' criteria Quotation withheld because this record is not cleared for redistribution. The selection required an intervention aimed at conceptions, which fixes the kind of study that can appear. what this limits: the range of designs represented here: the two primary selection criteria were that a study be in science education and use certain treatments to measure or improve students' conceptions Quotation withheld because this record is not cleared for redistribution. two stated selection criteria - the study must be in science education, and must use a treatment intended to measure or improve student understanding - against which 50 of the candidate articles matched eliminates: a review whose conclusions come from whatever the search happened to return - the two criteria are stated before the screening and the surviving count is reported · outcome (stated by the tagger, no quotation): held Quotation withheld because this record is not cleared for redistribution. conceptual change conceptual change Quotation withheld because this record is not cleared for redistribution. misconception misconception Quotation withheld because this record is not cleared for redistribution. alternative conception alternative conception Quotation withheld because this record is not cleared for redistribution. learning gains learning gains Quotation withheld because this record is not cleared for redistribution. ontological categories ontological categories Quotation withheld because this record is not cleared for redistribution. affective factors affective factors Quotation withheld because this record is not cleared for redistribution. multidimensional approach multidimensional approach Quotation withheld because this record is not cleared for redistribution. conceptual change - AS A COGNITIVE VARIABLE WITH A MEASUREMENT MENU: what the reviewed studies actually recorded was a profile of conception or understanding, remediation of misconception, or learning gains, nearly always from a pre- and post-test Quotation withheld because this record is not cleared for redistribution. misconception - AS A CATEGORY ERROR: on the classical model a misconception is a concept assigned to the wrong ontological category, so change means altering what kind of thing the student takes the concept to be - a definition that makes some disagreements invisible Quotation withheld because this record is not cleared for redistribution. the same object under several names - students arrive with prior ideas called alternative conceptions here, alternative beliefs in the exclusion rule, and misconceptions in the classical model, with no statement anywhere that the three are the same thing Quotation withheld because this record is not cleared for redistribution. conceptual change - THE ONTOLOGICAL READING (Chi, Slotta & De Leeuw 1994): change in what KIND OF THING the student takes the concept to be. On this reading a misconception is a concept filed under the wrong ontological category, so the change is a recategorisation. Quotation withheld because this record is not cleared for redistribution. conceptual change - THE AFFECTIVE READING (Pintrich et al. 1993): motivation, interest and self-efficacy are not conditions FOR the change but factors IN it. The paper calls this `another version`, i.e. a rival account of the same term. Quotation withheld because this record is not cleared for redistribution. conceptual change - THE MULTIDIMENSIONAL READING (Tyson et al. 1997): epistemological (classical), ontological AND affective aspects together. This one is defined by UNION of the other readings, which is why it cannot be scored on the same instrument as any of them. Quotation withheld because this record is not cleared for redistribution. conceptual change - THE EXTENSION WIDENED OVER TIME, and the paper says so as its own finding: from cognitive-only to including student traits. A study from before the shift and one from after are not measuring the same construct, which is what makes the review's 50-study pooling a definitional question and not only a methodological one. Quotation withheld because this record is not cleared for redistribution. builds-on → Randolph (2009) literature-review procedure, as used by Mills, Thomas & Lewthwaite (2016) Quotation withheld because this record is not cleared for redistribution. conceptual change —operationalised-as→ learning gains conceptual change learning gains strength of the relation: 1 Audit 2026-09-28: DOUBTFUL - read against its full span and kept, but the span lists learning gains as ONE of the most used measures of conceptual change; operationalised-as is loose. Quotation withheld because this record is not cleared for redistribution. misconception —operationalised-as→ ontological categories misconception ontological categories status: ATTRIBUTED TO A NAMED THEORY, NOT MEASURED: 'Quotation withheld, Quotation withheld'. The operationalisation belongs to the model this paper is describing, and 'one distinction in' marks it as one reading of that model among others. · strength of the relation: 1 Audit 2026-09-28: DOUBTFUL - read against its span and kept, but misconceptions arise from assigning concepts to wrong ontological categories; operationalised-as is loose. Quotation withheld because this record is not cleared for redistribution. Physics received more attention than other science domains in the reviewed conceptual change research. Quotation withheld because this record is not cleared for redistribution. Newtonian mechanics was the single most frequently examined physics topic in the reviewed conceptual change studies. Quotation withheld because this record is not cleared for redistribution. Undergraduate students from a range of majors, not only science education students, were the most common participants in the reviewed studies. Quotation withheld because this record is not cleared for redistribution. Most reviewed studies used a quasi-experimental design. Quotation withheld because this record is not cleared for redistribution. Method was dominated by pre- and post-testing of small groups with quantitatively analysed data. Quotation withheld because this record is not cleared for redistribution. Nearly all reviewed studies framed conceptual change from a cognitive-only perspective, which in turn pushed them to measure conceptual change quantitatively - the review's main theoretical criticism of the field. Quotation withheld because this record is not cleared for redistribution. No conceptual change study was found for 2020-2021. Quotation withheld because this record is not cleared for redistribution. Only five reviewed studies examined pre-service or in-service teachers' conceptual change. Quotation withheld because this record is not cleared for redistribution. Affective, metacognitive and other domains were examined through refutation texts, questionnaires or interviews. Quotation withheld because this record is not cleared for redistribution. conceptual change conceptual change Quotation withheld because this record is not cleared for redistribution. instructional interventions instructional interventions Quotation withheld because this record is not cleared for redistribution. students' conceptual change students' conceptual change Quotation withheld because this record is not cleared for redistribution. 50 studies — number of articles that met the inclusion criteria and were synthesised in the review Quotation withheld because this record is not cleared for redistribution. only 50 articles — how many of the hundreds of retrieved documents survived screening Quotation withheld because this record is not cleared for redistribution. 2011 to 2021 — publication window covered by the reviewed studies Quotation withheld because this record is not cleared for redistribution. 7 weeks — duration of the review/synthesis activity itself (22 September to 3 November 2021) Quotation withheld because this record is not cleared for redistribution. three studies — number of reviewed studies using a purely qualitative (case study/interview) approach Quotation withheld because this record is not cleared for redistribution. five studies — number of reviewed studies that examined pre-service teachers' and teachers' conceptual change Quotation withheld because this record is not cleared for redistribution. 2018 — peak year for conceptual change publications within the reviewed decade, after which output declined Quotation withheld because this record is not cleared for redistribution.

The full text of this article is not redistributable, so it is not included here. The evidence sentences are withheld with it; the tag layer and its grounding status remain. The article itself is at https://doi.org/10.36681/tused.2022.151.