Exhaustive Studies before COVID-19 Pandemic Attack of Students' Conceptual Change in Science Education: A Literature Review

Autor/inn/en	Hafizhah Putri, Ananda; Samsudin, Achmad; Suhandi, Andi
Titel	Exhaustive Studies before COVID-19 Pandemic Attack of Students' Conceptual Change in Science Education: A Literature Review
Quelle	In: Journal of Turkish Science Education, 19 (2022) 3, S.808-829 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hafizhah Putri, Ananda) ORCID (Samsudin, Achmad) ORCID (Suhandi, Andi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Scientific Concepts; Concept Formation; COVID-19; Pandemics; Preservice Teachers; Science Teachers; Comparative Analysis; Teaching Methods; Science Instruction; Metacognition; Cognitive Processes; Instructional Design; Physics; Research Reports; Elementary Secondary Education; Misconceptions; Intervention + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Physik; Research report; Forschungsbericht; Missverständnis
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 used to 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. (As Provided).
Anmerkungen	Journal of Turkish Science Education. e-mail: editortused@gmail.com; Web site: https://www.tused.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01