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

Ananda Hafizhah Putri; Achmad Samsudin; Andi Suhandi

doi:10.36681/tused.2022.151

Authors

Ananda Hafizhah Putri Department of Science Education, Postgraduates School, Universitas Pendidikan Indonesia
Achmad Samsudin Indonesia University of Education
Andi Suhandi Indonesia University of Education

DOI:

https://doi.org/10.36681/tused.2022.151

Keywords:

conceptual change, misconception, cognitive, affective, 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 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.

Downloads

Download data is not yet available.

References

Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: making the unnatural natural. Science Education, 82, 417–436. https://doi.org/10.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E

Adu-Gyamfi, K. (2019). Pre-service teachers’ conception of an effective science teacher: the case of initial teacher training. Journal of Turkish Science Education, 18(4), 605-621. https://doi.org/10.36681/tused.2020.12

Amin, T. G. (2015). Conceptual metaphor and the study of conceptual change: research synthesis and future directions. International Journal of Science Education, 37(5-6), 966-991. https://doi.org/10.1080/09500693.2015.1025313

Anggoro, S. (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), 1-21. https://doi.org/10.29333/ejmste/105275

Arthurs, L. A., Kowalski, C. M., & Elwonger, J. M. (2020). Drawing as a method to facilitate conceptual change in earth sciences education, Journal of Astronomy & Earth Sciences Education, 7(1), 1-24.

Asterhan, C. S. C., & Resnick, M. S. (2020). Refutation texts and argumentation for conceptual change: a winning or a redundant combination?. Learning and Instruction, 65(September 2019), 101265. https://doi.org/10.1016/j.learninstruc.2019.101265

Ballesta-claver, J., & Angustias, I. (2021). A revisited conceptual change in mathematical-physics education from a neurodidactic approach: a pendulum inquiry. Mathematic, 9(15), 1755. https://doi.org/10.3390/math9151755

Broughton, S. H., Sinatra, G. M., & Reynolds, R. E. (2010). The nature of the refutation text effect: an investigation of attention allocation. Journal of Educational Research, 103(6), 407–423. https://doi.org/10.1080/00220670903383101

Campbell, J. & Mayer, R. E. (2009). Questioning as an instructional method: does it affect learning from lectures?. Applied Cognitive Psychology, 23(6), 747-759. https://doi.org/10.1002/acp.1513

Caravita, S., & Halldén, O. (1994). Re-framing the problem of conceptual change. Learning and Instruction, 4(1), 89–111. https://doi.org/10.1016/0959-4752(94)90020-5

Carson, R., & Rowlands, S. (2005). Mechanics as the logical point of entry for the enculturation into scientific thinking. Science & Education, 14, 473–493. https://doi.org/10.1007/s11191-004-1791-9

Chancey, J. B., Heddy, B. C., Lippmann, M., & Meek, D. (2020). 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., Slotta, J., & De Leeuw, N. (1994). From things to processes: a theory of conceptual change for learning science concepts. Learning and Instruction, 4(1), 27–43. https://doi.org/10.1016/0959-4752(94)90017-5

Çil, E. (2014). Teaching nature of science through conceptual change approach: conceptual change texts and concept cartoons, Journal of Baltic Science Education, 13(3), 339-350. https://doi.org/10.33225/jbse/14.13.339

Çil, E., & Çepni, S. (2015). The effectiveness of conceptual change texts and concept clipboards in learning the nature of science. Research in Science and Technological Education, 34(1), 43–68. https://doi.org/10.1080/02635143.2015.1066323

Christensen R, Knezek G, Tyler-Wood T, Gibson D. (2014). Longitudinal analysis of cognitive constructs fostered by stem activities in middle school students. Knowledge Management & E-Learning, 6(2), 103–122. https://doi.org/10.34105/j.kmel.2014.06.008

Cordova, J. R., Sinatra, G. M., Jones, S. H., Taasoobshirazi, G., & Lombardi, D. (2014). Confidence in prior knowledge, self-efficacy, interest and prior knowledge: influences on conceptual change. Contemporary Educational Educational Psychology, 39(2), 164–174. https://doi.org/10.1016/j.cedpsych.2014.03.006

Dega, B. G., Kriek, J., & Mogese, T. F. (2013). Students’ conceptual change in electricity and magnetism using simulations: a comparison of cognitive perturbation and cognitive conflict, Journal of Research in Science Teaching, 50(6), 677-698. https://doi.org/10.1002/tea.21096

Dole, J. A., & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive conception of knowledge. Educational Psychologist, 33(2–3), 109–128. https://doi.org/10.1080/00461520.1998.9653294

Diakidoy, I. N., Mouskounti, T., Fella, A., & Ioannides, C. (2016). Comprehension processes and outcomes with refutation and expository texts and their contribution to learning. Learning and Instruction, 41, 60–69. https://doi.org/10.1016/j.learninstruc.2015.10.002

diSessa, A. A. (2006). A history of conceptual change research: Threads and fault lines. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 265–281). Cambridge University press.

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

Dogan, N., & Abd-El-Khalick, F. (2008) Turkish grade 10 students’ and science teachers’ conceptions of nature of science: a national study. Journal of Research in Science Teaching, 45(10), 1083–1112. https://doi.org/10.1002/tea.20243

Driver, R., & Easley, J. (1978). Pupils and paradigms: a review of literature related to concept development in adolescent science students. Studies in Science Education, 5(1), 61–84. https://doi.org/10.1080/03057267808559857

Duit, R., & Treagust, D. (2003). Conceptual change : a powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688. https://doi.org/10.1080/09500690305016

Duit, R., Treagust, D., & Widodo, A. (2008). Teaching for conceptual change - theory and practice. In S. Vosniadou (Ed.), International handbook of research on conceptual change. New York: Routledge

Duit, R., Widodo, A., & Wodzinski, C. (2007). Conceptual change ideas – teachers’ views and their instructional practice. In S. Vosnaidou, A. Baltas, & X. Vamvokoussi (Eds.), Re-framing the problem of conceptual change learning and instruction (pp. 197–217). Amsterdam: Elsevier

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

Fan, X., Geelan, D., & Gillies, R. (2018). Evaluating a novel instructional sequence for conceptual change in physics using interactive simulations, Education Science, 8(1), 29. https://doi.org/10.3390/educsci8010029

Flynn, S., & Hardman, M. (2019). The use of interactive fiction to promote conceptual change in science. Science & Education, 28(1), 127-152. https://doi.org/10.1007/s11191-019-00032-6

Franco, G. M., Muis, K. R., Kendeou, P., Ranellucci, J., Sampasivam, L., & Wang, X. (2012). Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics. Learning and Instruction, 22(1), 62–77. https://doi.org/10.1016/j.learninstruc.2011.06.003

Fulmer, G. W. (2013). Constraints on conceptual change: how elementary teachers’ attitudes and understanding of conceptual change relate to changes in students’ conceptions. Journal of Science Teacher Education, 24(7), 1219–1236. https://doi.org/10.1007/s10972-013-9334-3

Gadgil, S., Nokes-Malach, T. J., & Chi, M. T. H. (2012). Effectiveness of holistic mental model confrontation in driving conceptual change. Learning and Instruction, 22(1), 47–61. https://doi.org/10.1016/j.learninstruc.2011.06.002

Galili, I. (2001). Weight versus gravitational force: Historical and educational perspectives, International Journal of Science Education, 23(10), 1073-1093. https://doi.org/10.1080/09500690110038585

Gao, Y., Zhai, X., & Andersson, B. (2018). Developing a learning progression of buoyancy to model conceptual change: a latent class and rule space model analysis, Research in Science Education, 50(4). https://doi.org/10.1007/s11165-018-9736-5

Halim, L., Yong, T. K., & Meerah, T. S. M. (2014). Overcoming students’ misconceptions on forces in equilibrium: an action research study. Creative Education, 5, 1032-1042. https://doi.org/10.4236/ce.2014.511117

Hadjiachilleos, S., Valanides, N., & Angeli, C. (2013). The impact of cognitive and affective aspects of cognitive conflict on learners’ conceptual change about floating and sinking. Research in Science and Technological Education, 31(2), 133–152. https://doi.org/10.1080/02635143.2013.811074

Hanson, R., & SEHERI-JELE, N. (2018). Assessing conceptual change instruction accompanied with concept maps and analogies: a case of acid-base strengths. Journal of Turkish Science Education, 15(4), 55–64. doi: 10.12973/tused.10245a

Hatano, G., & Iganaki, K. (2003). When is conceptual change intended? A cognitive-sociocultural view. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 407–427). Mahwah, NJ: Lawrence Erlbaum Associates.

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, 1–9. https://doi.org/10.3389/feduc.2018.00043

Howe, C., Devine, A., & Taylor Tavares, J. (2013). Supporting conceptual change in school science: a possible role for tacit understanding. International Journal of Science Education, 35(5), 864–883. https://doi.org/10.1080/09500693.2011.585353

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 Matematics, Science, and Technology Education, 14(7), 2771-2786. https://doi.org/10.29333/ejmste/90592

Kapartzianis, A., & Kriek, J. (2014). Conceptual change activities alleviating misconceptions about electric circuits, Journal of Baltic Science Education, 13(3), 2014, 298-315. https://doi.org/10.33225/jbse/14.13.298

Koops, M., & Hoevenaar, M. (2013). Conceptual change during a serious game: using a lemniscate model to compare strategies in a physics game. Simulation & Gaming, 44(4), 544-561. https://doi.org/10.1177/1046878112459261

Lazonder, A. W., & Ehrenhard, S. (2014). Relative effectiveness of physical and virtual manipulatives for conceptual change in science: How falling objects fall. Journal of Computer Assisted Learning, 30(2), 110–120. https://doi.org/10.1111/jcal.12024

Lee, C. B., Jonassen, D., & Teo, T. (2011). The role of model building in problem solving and conceptual change. Interactive Learning Environments, 19(3), 247–265. https://doi.org/10.1080/10494820902850158

Leuchter, M., Saalbach, H., Studhalter, U., Tettenborn, A., 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

Lin, Y. C., Liu, T. C., & Chu, C. C. (2011). Implementing clickers to assist learning in science lectures: The clicker-assisted conceptual change model. Australasian Journal of Educational Technology, 27(6), 979–996. https://doi.org/10.14742/ajet.924

Limon, M. (2001). On the cognitive conflict as an instructional strategy for conceptual changes: a critical appraisal. Learning and Instruction, 36(4-5), 357–380. https://doi.org/10.1016/S0959-4752(00)00037-2

Lin, J.-W., Yen, M.-H., Liang, J.-C., Chiu, M.-H., & Guo, C.-J. (2016). Examining the factors that influence students’ science learning processes and their learning outcomes: 30 years of conceptual change research. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2617–2646. https://doi.org/10.12973/eurasia.2016.000600a

Linnenbrink-Garcia, L., Pugh, K., Koskey, K., & Stewart, V. (2012). Developing conceptual understanding of natural selection: the role of interest, efficacy, and basic prior knowledge. The Journal of Experimental Education, 80(1), 45–68. https://doi.org/10.1080/00220973.2011.559491

Liu, Q., & Nesbit, J. C. (2018). Conceptual change with refutational maps. International Journal of Science Education, 40(16), 1980-1998. https://doi.org/10.1080/09500693.2018.1515513

Loyens, S. M. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34–42. https://doi.org/10.1016/j.learninstruc.2015.03.002

Madu, B. C., & Orji, E. (2015). Effects of cognitive conflict instructional strategy on students’ conceptual change in temperature and heat. SAGE Open, 5(3), 1-9. https://doi.org/10.1177/2158244015594662

Mahasneh, A., & Al-Zou'bi, Z. (2021). Conceptions of assessment: perceptions of science teachers in jordan. Journal of Turkish Science Education, 18(3), 389-400. https://doi.org/10.36681/tused.2021.80

Mason, L., Baldi, R., Di, S., Scrimin, S., Danielson, R. W., & Sinatra, G. M. (2017). Textual and graphical refutations: Effects on conceptual change learning. Contemporary Educational Psychology, 49, 275–288. https://doi.org/10.1016/j.cedpsych.2017.03.007

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

Morales, M. P. E. (2017). Exploring indigenous game-based physics activities in pre-service physics teachers’ conceptual change and transformation of epistemic beliefs. Eurasia Journal of Mathematics, Science and Technology Education, 13(5), 1377–1409. https://doi.org/10.12973/eurasia.2017.00676a

Mason, L., Zaccoletti, S., Carretti, B., Scrimin, S., Diakidoy, I. N., & Mason, L. (2018). 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

Mason, L., & Zaccoletti, S. (2021). Inhibition and conceptual learning in science: a review of studies. Educational Psychology Review, 33(1), 181-212. https://doi.org/10.1007/s10648-020-09529-x

Mills, R., Tomas, L., & Lewthwaite, B. (2016). Learning in Earth and space science: a review of conceptual change instructional approaches. International Journal of Science Education, 38(5), 767-790. https://doi.org/10.1080/09500693.2016.1154227

Murphy, P., & Alexander, P. (2004). Persuasion as a dynamic, multidimensional process: An investigation of individual and intraindividual differences. American Educational Research Journal, 41 (2), 337–363. https://doi.org/10.3102/00028312041002337

Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences & Humanities Open, 3(1), 100101.

Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional Science, 11(3), 183–200.

Özdemir, G., & Clark, D. B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 351–361. https://doi.org/10.12973/ejmste/75414

Ozkan, G., & Selcuk, G. S. (2016). Facilitating conceptual change in students’ understanding of concepts related to pressure. European Journal of Physics, 37(5), 1–20. https://doi.org/10.1088/0143-0807/37/5/055702

Ozkan, G., & Sezgin Selcuk, G. (2015). The effectiveness of conceptual change texts and context-based learning on students’ conceptual achievement. Journal of Baltic Science Education, 14(6), 753–763. https://doi.org/10.33225/jbse/15.14.753

Pintrich, P., Marx, R., & Boyle, R. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167–199. https://doi.org/10.3102/00346543063002167

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Towards 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., 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. Science Education, 56(2), 157–211. https://doi.org/10.1080/03057267.2020.1744796

Ramsburg, J. T., & Ohlsson, S. (2016). Category change in the absence of cognitive confict. Journal of Educational Psychology, 108(1), 98–113. https://doi.org/10.1037/edu0000050

Randolph, J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research, and Evaluation, 14(13), 1-13. https://doi.org/10.7275/b0az-8t74

Ranellucci, J., Muis, K. R., Duffy, M., Wang, X., Sampasivam, L., & Franco, G. M. (2013). To master or perform? Exploring relations between achievement goals and conceptual change learning. British Journal of Educational Psychology, 83(3), 431–451. https://doi.org/10.1111/j.2044-8279.2012.02072.x

Redhana, I. W., Sudria, I. B. N., Hidayat, I., & Merta, L. M. (2017). Identification of chemistry learning problems viewed from conceptual change model, Jurnal Pendidikan IPA Indonesia, 6(2), 356-364. https://doi.org/10.15294/jpii.v6i2.8741

Resbiantoro, G., & Setiani, R. (2022). A review of misconception in physics: the diagnosis, causes, and remediation. Journal of Turkish Science Education, 19(2). 403-427. https://doi.org/10.36681/tused.2022.128

Sarioglan, A. B., & Kucukozer, H. (2017). Effect of meaning making approach on students' conceptual understanding: an examination of angular momentum conservation, International Journal of Education in Mathematics, Science and Technology, 5(3), 203-220. https://doi.org/10.18404/ijemst.296035

SEVİM, S. (2013). Promoting conceptual change in science, which is more effective: conceptual change text or analogy?, Journal of Turkish Science Education, 10(3), 24-36.

Schleigh, S. P., Clark, D. B., & Menekse, M. (2015). Constructed-response as an alternative to interviews in conceptual change studies: students’ explanations of force, International Journal of Education in Mathematics, Science and Technology, 3(1), 14–36.

Syuhendri. (2017). A learning process based on conceptual change approach to foster conceptual change in newtonian mechanics. Journal of Baltic Science Education, 16(2), 228-240. https://doi.org/10.33225/jbse/17.16.228

Sel, B., & Sözer, M, A. (2019). The effect of conceptual change texts on the level of conceptual understanding of students. International Electronic Journal of Elementary Education, 11(4), 383-391. https://doi.org/10.26822/iejee.2019450796

Sinatra, G., & Mason, L. (2013). Beyond knowledge: Learner characteristics influencing conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (2nd ed., pp. 377–394). New York, NY: Routledge

Sinatra, G. (2005). The warming trend in conceptual change research: The legacy of Paul R. Pintrich. Educational psychologist, 40(2), 107–115. https://doi.org/10.1207/s15326985ep4002_5

Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3, 115–163. https://doi.org/10.1207/S15327809JLS0302_1

Supasorn, S. (2015). Grade 12 students’ conceptual understanding and mental models of galvanic cells before and after learning by using small-scale experiments in conjunction with a model kit. Chemistry Education Research and Practice, 16, 393–407.

Taasoobshirazi, G., Heddy, B., & Bailey, M. (2016). A multivariate model of conceptual change. Instructional Science. https://doi.org/10.1007/s11251-016-9372-2

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

Thomas, C. L., & Kirby, L. A. J. (2020). Situational interest helps correct misconceptions: An investigation of conceptual change in university students. Instructional Science, 48(3), 223–241. https://doi.org/10.1007/s11251-020-09509-2

Tomara, M., Tselfes, V., & Guoscos, D. (2017). Instructional strategies to promote conceptual change about force and motion: A review of the literature, Themes in Science & Technology Education, 10(1), 1-16

Tyson, L., Venville, G., Harrison, A., & Treagust, D. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81(4), 387–404. https://doi.org/10.1002/(SICI)1098-237X(199707)81:4<387::AID-SCE2>3.0.CO;2-8

Venville, G. J., & Treagust, D. F. (1998). Exploring conceptual change in genetics using a multidimensional interpretive framework. Journal of Research in Science Teaching, 35(9), 1031–1055. https://doi.org/10.1002/(SICI)1098-2736(199811)35:9<1031::AID-TEA5>3.0.CO;2-E

Vicovaro, M. (2014). Intuitive physics of free fall: an information integration approach to the mass-speed belief. Psicológica, 35, 463-477

Vosniadou, S. (2008). Conceptual change research: An introduction. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. xiii–xxviii). Routledge.

Vousniadou, S. (2013). Conceptual change in learning and instruction: The framework theory approach, International handbook of research on conceptual change, 2nd Edn, ed S. Vosniadou (pp 11-30). Routledge

Vosniadou, S., & Skopeliti, I. (2005). Conceptual change from the framework theory side of the fence. Science Education, 23, 1427–1445. https://doi.org/10.1007/s11191-013-9640-3

Wisanti., Ambawati, R., Putri, E K., Rahayu, D A., & Khaleyla, F. Science online learning during the covid-19 pandemic: difficulties and challenges, Journal of Physics: Conference Series, 1747. https://doi.org/10.1088/1742-6596/1747/1/012007

Yazbec, A.., Borovsky, A., & Kaschak, M. P. (2019). Examining the impact of text style and epistemic beliefs on conceptual change. PLoS ONE, 1–16. https://doi.org/10.1371/journal.pone.0220766

Yesiloglu, S. N., Gençer, S., Ekici, F., & Isik, B. (2021). Examining pre-service teachers' views about online chemistry laboratory learning experiences amid the covid-19 pandemic. Journal of Turkish Science Education, 18, 108-124.

Yin, Y., Tomita, M. K., & Shavelson, R. J. (2013). Using formal embedded formative assessments aligned with a short term learning progression to promote conceptual change and achievement in science, International Journal of Science Education, 36(4), 531-552. https://doi.org/10.1080/09500693.2013.787556

Young, H. D., & Freedman, R. A. (2006). University Physics 12 edn. Reading, MA: Addison Wesley

Yürük, N., & Eroğlu, P. (2016). The effect of conceptual change texts enriched with metaconceptual processes on pre-service science teachers’ conceptual understanding of heat and temperature. Journal of Baltic Science Education, 15(6), 693–705. https://doi.org/10.33225/jbse/16.15.693

Zvoch, K., Holveck, S., & Porter, L. (2019). Teaching for conceptual change in a density unit provided to seventh graders: a comparison of teacher- and student-centered approaches, Research in Science Education. 51(5), 1395-1421. https://doi.org/10.1007/s11165-019-09907-8