Open research questions in Science Education and Pedagogy

What the literature leaves open

• php/JITSE 209 - 4 Prospective Primary Teachers’ Challenges on Technology Mediated Learning in Science Classrooms Students may be subservient to the technology if their knowledge, skills, and usage are limited to a narrow range of operations over which they have technical competence.

  Prospective Primary Teachers’ Challenges on Technology Mediated Learning in Science Classrooms · 2026 · DOI

• through LS Future research is recommended to examine the long-term implementation of Lesson Study and UbD in various school contexts, as well as to investigate their impact on students’ higher-order thinking skills using more comprehensive research designs.

  Exploring science teachers’ readiness for deep learning implementation through teaching module analysis and lesson study · 2026 · DOI

• This study proves the originality of using KS and PBL together to provide a low-cost, high-impact model of teaching physics in an environment where resources are scarce.

  Kitchen science as a pedagogical model: Integrating students-constructed problem-based learning to enhance thermodynamic conceptualisation in physics education · 2026 · DOI

• Based on the findings of the study, the following recommendations can be made:  As the application period was short, future studies should be planned to examine long-term effects and learning retention.  As the study was limited to the ‘Force and Motion’ unit, the scope could be expanded to include the outcomes of other science units.  As this study was conducted only on Year 6 students, it could be diversified to evaluate learning effects in different age groups.  The demographic characteristics of students, such as socio- cultural and economic factors, could be included in the study to examine the effects in different contexts.  The literature shows that the 6E learning model is not limited to STEM fields; it can be successfully adapted to various disciplines, values education, entrepreneurship education, and general stu- dent-centered approaches. The structured stages of the model provide a flexible framework for achieving different educational goals by encouraging student participation. Therefore, it is rec- ommended that studies on the 6E learning model be expanded. SIEF, Vol.31, No.2, 2026 5157 Türkmen & Edis. (Türkiye). STEM-Based 6E Learning and Science Achievement.

  The Effect of the Application of STEM Based on the 6E learning model on Student Science Achievement · 2026 · DOI

• Firstly, as the sample was limited to a single state school with only 83 sixth-grade pupils, the generalizability of the results is restricted.

  The Effect of the Application of STEM Based on the 6E learning model on Student Science Achievement · 2026 · DOI

• i. ii. iii. iv. v. vi. laboratories, digital Governments should strengthen the integration of STEM education into science education curricula at all educational levels. Schools should provide well-equipped science technologies, robotics kits, internet facilities, and other STEM resources. Continuous professional development should be organised to equip science teachers with modern STEM pedagogies and digital competencies. Science teachers should adopt inquiry-based, project-based, collaborative, and engineering design approaches to foster learners' critical thinking, communication, collaboration, and creativity.

  Integrating Stem Education to Foster Critical Thinking,Collaboration, Communication, and Creativity in Science Education · 2026 · DOI

• i. Future researchers may consider ensuring a more balanced distribution of respondents to achieve more representative results. ii. Science teachers are encouraged to strengthen instructional strategies and provide additional learning activities to enhance learners’ competency in science of materials and life science. iii. Science teachers may utilize the developed activities in teaching to support the development of learners’ science process skills. iv. School administrators and science teachers are advised to implement the developed activities across all teachers regardless of profile, as they are perceived as acceptable by different groups. v. School administrators may provide adequate laboratory equipment, instructional resources, and professional support to address challenges in implementing the activities. vi. School administrators and science coordinators are encouraged to adopt and implement the proposed utilization plan to ensure the effective integration of the developed activities in science teaching. Amer, T. A. R., & Al-Masry, E. I. (2016). Visual thinking: Its concept, skills, strategies. Cairo: The Arab Group for Training and Publishing. Andrade, C. (2021). The inconvenient truth about convenience and purposive samples. Indian journal of psychological medicine, 43(1), 86-88. Antonio, V. V. (2018). Science Laboratory Interest and Preferences of Teacher Education Students: Implications to Science Teaching. Asia Pacific Journal of Multidisciplinary Research, 6(3), 57–67. Aydin-Gunbatar, S., Oztay, E. S., Tarkin-Celikkiran, A., & Ekiz- Kiran, B. (2019). Experienced chemistry teachers’ science process skills (SPSs) development and their use of SPSs in activity plans. Turkish Online Journal of Educational Technology, 2, 149-161. Baranzelli, M. C., Boero, M. L., Córdoba, S. A., Ferreiro, G., Maubecin, C. C., Paiaro, V., Renny, M., Rocamundi, N., Sazatornil, F., Pivatto, M. S., & Soteras, F. (2018). Natural partners: a didactic proposal to understand the relevance of the mutualistic flower-pollinator interaction. Enseñanza de las Ciencias, 36(1), 181-200. https://doi.org/10.5565/rev/ ensciencias.2239 Barnes, S., Campbell, J., & Ndebele, L. M. (2024). The effectiveness of infographics and graphical media in communication. International Journal of Communication and Marketing, 1(1), 1–10. Barthes, A., Champollion, P., & Alpe, Y. (2018). Evolutions of the complex relationship between education and territories. Wiley. Boix, R., & Buscà, F. (2020). Competencias del profesorado de la escuela rural catalana para abordar la dimensión territorial en el aula multigrado. REICE. Revista Iberoamericana sobre https://journals.stecab.comStecab PublishingPage Journal of Education, Learning, and Management (JELM), 3(2), 203-221, 2026 219 Calidad, Eficacia y Cambio en Educación, 18(2), 115–133. https://doi.org/10.15366/reice2020.18.2 Boix, R., Champollion, P., & Duarte, A. (2015). Teaching and learning in rural contexts. Sisyphus. Journal of Education, 3(2), 28–47. https://doi.org/10.25749/sis.7883 Bueno, J. (2020). Is it possible to improve our visual thinking? A didactic experience in Graphic Design undergraduate degree. InfoDesign-Revista Brasileira de Design da Informação, 17(3), 22–42. https://doi.org/10.51358/id.v17i3.842 Cabural, A. B. (2024). Enhancing conceptual understanding of electricity and magnetism through VR simulations. International journal of current science research and review, 7(10), 7909-7917. Callado, J. A., Molina, M. D., Pérez, E., & Rodríguez, J. (2015). Inclusive education in schools in rural areas. New Approaches in Educational Research, 4(2), 104–114. https:// doi.org/10.7821/naer.2015.4.120 Carter, R., & Larsen-Freeman, D. (2023). Classroom discourse and the grammar of meaning. TESOL Quarterly, 57(1), 56– 72. https://doi.org/10.1002/tesq.3290 Demirbas, C. O. (2017). The Effect of Out-Of School Activities on Conceptual Change in Environmental Education. Jets 5(2), 232–242. https://doi.org/10.11114/jets.v5i2.2077 Department of Education. (n.d.). Matatag curriculum: Science, grades 4 and 7. Republic of the Philippines. https://www. deped.gov.ph/wp-content/uploads/MATATAG-Science-CG- Grade-4-and-7.pdf Dimaandal, J., & Caballes, D. (2022). Overcoming the challenges in doing science investigatory project towards effective process skills development. Djonko-Moore, C. M., Leonard, J., Holifield, Q., Bailey, E. B., and Almughyirah, S. M. (2018). Using Culturally Relevant Experiential Education to Enhance Urban Children’s in Science.

  Acceptability of Contextualized Science Activities and Perceived Learner Competencies: Basis for A Utilization Plan in Benguet District II · 2026 · DOI

• limitations. Nevertheless, may incorporate classroom implementation and learner performance data to provide stronger evidence regarding the actual effectiveness of the developed activities Table 13. Summary of the level of acceptability of the developed activities.

  Acceptability of Contextualized Science Activities and Perceived Learner Competencies: Basis for A Utilization Plan in Benguet District II · 2026 · DOI

• The integration of digital technologies, such as virtual laboratories, collaborative platforms, and technology-based authentic assessments, also needs to be explored in more depth to enrich the learning experience and strengthen the pedagogical support of the SCC-ICBLM.

  A socio-cognitive conflict-integrated challenge-based learning model to improve scientific argumentation skills and scientific literacy · 2026 · DOI

• In light of the results of this study, the following recommendations could be made for future studies: 1. Qualitative research should be conducted to understand the reasons for teachers' anxiety and self-efficacy levels. 2. Educational programs and sample materials encouraging teachers to utilize learning environments outside of school could be planned. 3. Applied learning activities that will increase science experience at upper grade levels should be developed. 4. Continuous cooperation should be established between schools and museums, science centers, technology parks, and universities. 5. Differentiated support programs tailored to teachers at each seniority level should be prepared. 6. Out-of-school learning activities that increase parents’ participation should be designed.

  The Relationship Between Science Teachers' Self-Efficacy and Anxiety Regarding Out-of-School Learning and Middle School Students' Informal Science Experiences · 2026 · DOI

• A unique contribution of this study is the identification of Indigenous knowledge as an underexplored yet vital dimension, offering opportunities for future research, curriculum innovation, and teacher preparation that align STEAM with culturally responsive and decolonized science education.

  STEAM Approach in Science Learning: A Bibliometric Analysis (2019–2025) · 2026 · DOI

• STEAM Education Overview Recent studies have highlighted the importance of integrating the arts into science, technology, engineering, and mathematics (STEM) education, leading to the development of science, technol- ogy, engineering, arts, and mathematics (STEAM) education in K-12 environments. This approach 40 Page 18 of 23 Can. J. Sci. Math. Techn. Educ. (2026) 26:40 aims to foster creativity, hands-on learning, and design thinking, and better equip students for the workforce (Chistyakov et al., 2023). Regarding identity, a study also suggests that STEAM (art, science, and technology) identities were positively impacted through informal STEAM learning experiences (Brown et al., 2024) In recent years, the education sector has increasingly acknowledged the significance of integrat- ing various disciplines to equip students for the challenges of the twenty-first century. The STEAM education model has emerged as an innovative framework aimed at dismantling traditional learning boundaries, fostering a more comprehensive approach to education that promotes critical thinking, creativity, and collaboration among students (Papadopoulou, 2024). STEAM education combines five essential disciplines: science, technology, engineering, arts, and mathematics. It has emerged as a solution to the traditional segmented approach, which often restricts students’ ability to make connections between various fields. The aim of STEAM education is to equip students for the challenges of the twenty-first century by cultivating critical thinking, creativity, collaboration, and problem-solving skills that are crucial for success in today’s society. Figure 2 shows the rela- tionships between different topics based on co-occurrence or thematic similarity, indicating that STEAM is connected with several themes. However, there is currently no visible relationship with Indigenous knowledge. Therefore, future studies hold strong potential to explore the integration of Indigenous knowledge into STEAM, which could open new pathways for inclusive and culturally relevant approaches in science learning.

  STEAM Approach in Science Learning: A Bibliometric Analysis (2019–2025) · 2026 · DOI

• The following recommendations were made based on the findings of the study: (a) The teaching and learning of naming and drawing organic compounds must extend beyond the sim- ple recitation of IUPAC nomenclature principles. It is a common misconception that students can seamlessly transfer their understanding from naming to drawing and vice versa. Instead, educators should actively demonstrate a variety of challenges related to naming and illustrating structures, specifically tailored to address the unique difficulties faced by their students. By doing so, teachers can empower learners to overcome errors and misconceptions, fostering a deeper comprehension of the subject matter. (b) To improve learning outcomes in the naming and drawing of organic compounds, it is essential to explore the identified restrictions, specifications, and requirements. Chemistry teachers should examine how these factors influence skill transfer, creating a classroom environment that addresses the identified difficulties. By recognizing the cognitive processes involved and the contexts that shape experiences, we can empower learners to thrive. Thoughtfully applying these insights enhances their strengths and paves the way for deeper understanding and lasting academic success. (c) Teachers should vary the use of forward and backward chaining in teaching organic chemistry. The approaches can also be mixed to adequately teach the naming and drawing of organic compounds. (d) Schools and educational organizations should organize in-service workshops to enlighten teach- ers on the existing students’ difficulties in naming and drawing organic structures by IUPAC and empower them with teaching strategies and resources to overcome this hurdle. (e) Since students’ observed difficulties in using IUPAC are at the symbolic level of understanding, ministries of education can assist by providing adequate instructional materials, such as practice models, to help the students improve their understanding of the IUPAC nomenclature of organic compounds.

  Assessment of Students’ Learning Difficulties in Naming and Drawing Organic Compounds · 2026 · DOI

• One of the limitations of this study was the small sample size and limited to students who joined the STEM academy. Another limitation is that the findings are specific to the context of the study and, therefore, may not be generalizable to other situations.

  The Impact of a Place-Based Citizen Science Project on Students’ Attitudes Toward STEM · 2026 · DOI

• A total of seven specific recommendations were identified through inductive coding (Table 13). Nearly half of the studies suggested the use of innovative teaching practices to promote mental models. In particular, the use of software programs, such as Kinetic Sketch Pad (Davis et al., 2008) and ChemSense (Schank and Kozma, 2002), three-dimensional representations, and structured modules was recommended as an effective method. Another frequently mentioned recommendation was future research in the area of mental models in teaching. Seven studies emphasized the importance of further research and findings to improve the understanding and application of mental models. Five studies highlighted the promotion of the three levels of representation as an important recommendation. This holistic approach to teaching chemical concepts and relationships was considered an effective method for developing mental models in five studies. The use of misconceptions as learning opportunities and the reorganization of knowledge were each cited as key recommendations by three studies. These approaches emphasize the importance of a learning process in which existing misconceptions are identified and mental models are corrected. Two studies recommended adapting the framework curricula to specifically support the integration and teaching of mental models. One study recommended using online assessment to diagnose mental models to efficiently record and evaluate learners’ mental models. DISCUSSION An analysis of 22 studies on mental models conducted between 2013 and 2022 reveals growing interest in this field, particularly since 2015. A strong geographical focus on Asian countries, especially Indonesia, likely relates to the 2013 curriculum (K-13) implementation (Machali, 2014).

  Making the Invisible Visible: A Systematic Review of Mental Models in Chemistry Education · 2026 · DOI

• The study thus contributes to the underexplored field of BBL in higher education, particularly within disadvantaged university populations, and highlights the value of integrating neuroscience-informed pedagogy with instructional technologies in undergraduate science teaching.

  The Influence of Technology-enhanced Brain-based Learning on the Science Understanding and Performance of First-year Undergraduate Engineering Students · 2026 · DOI

• The following recommendations may be considered for future research: Expanding the study to include multiple universities, increasing the sample size, extending the intervention duration, and incorporating longitudinal measures would yield more robust evidence and enhance external validity. Additional studies at the tertiary level and in other subject areas may also be considered. Given the gender imbalance observed in this study, future trials should aim for a more balanced gender representation across groups or explicitly include gender as a variable in the analysis. Including interviews, focus groups, or classroom observations would provide deeper insights into students’ experiences, learning methods, and diverse responses across subgroups. Collecting feedback from control groups would support more meaningful comparisons of perceptions and engagement. In addition, future studies could adopt a comparative or factorial design to disentangle the individual and combined effects of instructional approaches. For example, separate groups could receive technology-only instruction, BBLonly instruction, and a combined technology-enhanced BBL intervention, allowing researchers to examine the relative contribution of each component to learning outcomes. Such designs would provide clearer insight into whether observed effects are attributable primarily to technology use, brain-based pedagogical principles, or their interaction. REFERENCES Achor, E.E., & Gbadamosi, O. (2020). Raising the achievement and retention levels of secondary school students in physics through a brainbased learning strategy in Taraba State, Nigeria. BSU Journal of Science Mathematics and Computer Education, 1(2), 87-97. Ansari, D., De Smedt, B., & Grabner, R.H. (2012). Neuroeducation-a critical overview of an emerging field. Neuroethics, 5(2), 105-117. Bada, A.A., & Jita, L.C. (2022). Integrating brain-based learning in the science classroom: A systematic review. International Journal of Pedagogy and Teacher Education, 6(1), 24-36. Bhattacherjee, A. (2012). Social Science Research: Principles, Methods, and Practices. 2nd ed. Global Text Project. Available from: https:// scholarcommons.usf.edu/oa_textbooks/3 [Last accessed on 2026 Mar 06]. Caine, R.N., Caine, G., McClintic, C., & Klimek, K. (2005). 12 Brain/Mind Learning Principles in Action: The Field Book for Making Connections, Teaching, and the Human Brain. United States: Corwin Press. Cheung, A.C.K., & Slavin, R.E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113. Council for Higher Education. (2015). VitalStats: Public Higher Education, 2015. Council for Higher Education. Available from: https://www.che.

  The Influence of Technology-enhanced Brain-based Learning on the Science Understanding and Performance of First-year Undergraduate Engineering Students · 2026 · DOI

• There are several reasons underlying the study’s findings. The STEM approach, which emphasizes skill and development and is a useful starting point for the differentiation, embraces diversity educational process. Additionally, it engages the local community and environment, addresses real-world issues, and links the educational process to students’ experiences. Moreover, by giving constructive feedback at different learning stages, the instructor plays a crucial role as a facilitator of student learning. This method places a strong emphasis on the active and pivotal role of the learner, who shares experiences, learns from practice and peers, and constructs knowledge and skills (Al-Ghamdi, 2018; Akcan et al., 2023; Allan, 2019; Al- Qadi, 2019; Kazu & Alçin, 2021; Rogovaya et al., 2019). inquiry-based Additionally, the STEM approach is predicated on the notion of bridging gaps and creating links across diverse disciplines to integrate multiple domains of knowledge (STEM). Within this framework, this method depends on several techniques, including project-based learning, learning, engineering and technological design, problem-solving and design thinking, and brainstorming, which incorporates both divergent and convergent (Bawaneh & Malkawi, 2023; Chonkaew et al., 2016; Rahayu et al., 2018; Singh et al., 2021). In each of these processes, students’ capacity to recognize cause and effect relationships, observe phenomena, and describe objects and their properties is continuously questioned and developed. thinking This approach is divided into multiple phases. In the first phase, the instructor uses a modeling approach by directing and carrying out activities, which include setting up all the supplies and requirements needed to convey the scientific content. This entails using the focal points of scientific inquiry and carrying out inquirybased experiments with the students in groups while equipment. utilizing Additionally, the teacher collects and analyzes the data, relates it to mathematics, and draws conclusions for each group based on their interpretations (Cheng et al., 2024; Chin & Larwin, 2022; Margot & Kettler, 2019). the data gathered and appropriate supplies and their The instructor then initiates a constructive discussion in which all groups express ideas and interpretations and provide constructive feedback to one another. This phase represents a significant opportunity for students to learn from one another, enhances their self-confidence, and helps them appreciate the value and benefits of science and its relationship to the natural world (Cheng et al., 2024; Parno et al., 2021).

  STEM teachers are the future educators: The effectiveness of the STEM approach in preparing cycle-one teachers and their perceptions towards the approach · 2026 · DOI

• There are some recommendations based on the findings of this research. Future research could explore the combination of different assessment methods with various teaching approaches, investigating their effects on diverse student variables. Given the identified importance of the feedback process, it's recommended that participants receive detailed training specifically focused on developing their feedback skills. Since preservice teachers reported significant difficulties with formulating problem situations, operationally defining variables, and writing research reports, it's recommended that detailed studies be planned to investigate and address these specific areas. Preservice teachers should be offered courses that integrate formative assessment with various teaching methods as they prepare for their profession. In this study, a step-by-step feedback process was conducted with each preservice teacher from the beginning of the training, with the researcher playing an active role in assisting them throughout the process. It's recommended that in future implementations, teachers actively participate in providing feedback.

  Formative Assessment Embedded Scientific Inquiry Practices: Changes in Pre-Service Science Teachers' Knowledge and Views · 2026 · DOI

• Based on the findings of this study, the following recommendations are made: 154 West African Journal of Interdisciplinary Research | ISSN: 3027-1878 Volume 4, Issue 1 (2026) | www.ijaar.org 1. Since mastery learning was found to be the most effective instructional strategy in enhancing students’ academic achievement in chemistry, chemistry teachers in secondary schools in Delta State should adopt mastery learning as a primary strategy for improving students’ achievement outcomes. 2. Chemistry teachers should be trained in the development and implementation of mastery learning strategy. 3. Despite no significant differences in achievement and interest based on sex across the instructional strategies, teachers should ensure inclusive practices that promote equal engagement of male and female students in all classroom activities. REFERENCES Abdulwahed, M., & Nagy, Z. K. (2021). The triad interactive model of learning: A novel framework for engineering education. Education for Chemical Engineers, 34, 1– 14. https://doi.org/10.1016/j.ece.2020.10.003 Achor, E. E., & Agogo, P. O. (2015). Gender interaction effects of problem-solving strategies on students’ achievement in science. Journal of Science Teachers Association of Nigeria, 50(1), 75–86. Adeleke, A. A., & Musa, K. O. (2022). Gender and instructional methods as determinants of students’ achievement in chemistry. Nigerian Journal of Educational Studies, 20(2), 88–99. Adeyemi, S. B. (2018). Effects of teaching methods on students’ academic achievement in science subjects. Journal of Educational Research and Practice, 8(2), 45–56. Adeyemi, T. O., & Ajibola, M. A. (2020). Metacognitive and mastery learning strategies as predictors of students’ achievement and interest in science. Journal of Science Education and Practice, 10(1), 23–35. Agomuoh, P. C., & Nzewi, U. M. (2016). Effects of guided inquiry instructional strategy on students’ achievement in science. International Journal of Scientific Research in Education, 9(4), 237–248. Ameh, P. O., & Olatunji, M. O. (2020). Gender differences in achievement and interest in science using student-centered strategies. Journal of STEM Education Research, 4(1), 33–45. Anderson, L. W. (2016). Mastery learning and student achievement: Theory and practice. Educational Research Press. Eze, C. O., & Okonkwo, G. I. (2020). Gender and academic achievement in chemistry using conventional methods. Journal of Research in Science Education, 6(2), 90–101. Ibrahim, A. A., & Hassan, M. A. (2021). Teacher-centered instruction and gender differences in science achievement. Journal of Educational Measurement and Evaluation, 13(1), 77–89. Lo, C. K., & Hew, K. F. (2020). A critical review of flipped classroom challenges in K–12 100– Review, 31, education. Educational 118.

  Effects of Mastery Learning and Lecture Methods on Chemistry Students’ Academic Achievement in Delta State · 2026 · DOI

• • Astronomy applications such as StarWalk, Skymap, and GoogleEarth, which actively engage students in lessons to develop cognitive, affective, and behavioral skills, can be used. • Activities such as adaptations of Taboo games, concept puzzles, and flashcards related to astronomy topics can be conducted. • Different and fun teaching methods such as the case study method and evidence-based teaching method can be used in social studies lessons. • To improve astronomy literacy, schools should be equipped with the essential materials and equip- ment such as telescopes, sky observation tools, and appropriate technological resources that support practical and inquiry-based learning experiences. • In-service training programs can be provided for the social studies teachers to enhance their aware- ness of astronomy and to support the effective integration of astronomy-related content into their instructional practices. • Students may be taken on annual visits to space-related museums or educational centers to enrich their learning experiences and strengthen their interest in astronomy. • Astronomy advancements and educational programs implemented by the leading space-faring nations can be scrutinized and adapted for use within the Turkish education system to enhance the quality and scope of astronomy instruction.

  An Analysis of Social Studies Instructional Applications for the Development of Astronomy Literacy in 7th Grade Students · 2026 · DOI

• However, this study faced several limitations, one of the major limitations associated with using formative assessment to improve IBL is that its effectiveness depends heavily on the quality of teacher implementation. In addition, the difficulty of accurately measuring engagement may be a major limitation, as it is difficult to determine the actual level of engagement of students in IBL using standardized measurement tools.

  The impact of formative assessment on enhancing inquiry-based learning in chemistry among secondary school students · 2026 · DOI

• Second, the intervention lasted only one and a half months, leaving open questions about the long-term retention of knowledge and the sustainability of attitudinal changes. First, the study was limited to a single geographic and cultural context, involving students from a single school in the Arab community, which may limit the generalizability of the findings.

  Enhancing third-grade students’ academic achievement and scientific attitudes through experimental demonstrations on alternative energy in Arab-community schools · 2026 · DOI

• namely, • Two separate data sets can be obtained by considering only the first multiple-choice tier of the developed SMDT, and academic conceptual understanding by considering both tiers. • SMDT can be used to determine misconceptions by using it before teaching and to adapt teaching strategies accordingly. achievement, • SMDT can be used to provide diagnostic assessment by using it before teaching, and it can also be used for formative assessments by applying it at the beginning, middle, and end of the teaching process to measure conceptual change. • The test can be applied on digital platforms such as Google Forms, and thus, student responses can be accessed quickly. • Considering the 39 misconceptions identified, it’s recommended to reconsider the ways of teaching concepts and to adopt student-centered education methods. It’s recommended that studies be conducted with a larger number of participants the generalizability of the test. increase to • • Furthermore, applying the test to students from different grade levels may allow researchers to perform cross-comparisons.

  Development of the Structure of Matter Diagnostic Test and Determination of Misconceptions · 2026 · DOI

• Researchers studying students' concepts and conceptual change often use the historical analogy of science. This analogy is usually used when students' concepts are similar to scientific concepts in the history of science. This analogy assumes that students' alternative concepts are partly similar to the ideas that great scientists of the past had before, that is, the process of students' conceptual change is similar to the process of developing scientific theories (Oh, 2011). The most popular model of conceptual change was proposed by Posner's colleagues (1982), which adopted the perspective of philosophers of science such as Kuhn, Lakatos, and Toulmin, and assumed that the individual student's change model assumes that the changes that occur in individual learning are similar to the nature of scientific paradigm changes proposed by philosophers of science (Tyson, et al., 1997). http://hautpeerreview.org/Page No:64 Haut | ISSN: 0938 - 2216 | Vol. 24, Issue 6 | 2026 https://doi.org/10.5281/Zenodo.20811627 Educational psychologist Posner and his colleagues (1982), who had a tremendous impact on science education, state that conceptual change arises from the dissatisfaction with existing concepts by accepting Kuhn’s theory of scientific revolution. They argued that conceptual change should be made only when minimal intelligence of new concepts, the plausibility of new concepts, and fruitfulness are shown. Therefore, this study applies the process of conceptual change to Kuhn’s scientific revolution process of scientific theory. Their model assumes that changes in individual learning are similar to the nature of the scientific paradigm shift proposed by Kuhn, a philosopher of science (Tyson et al. 1997: Oh, 2011). Within this multidimensional framework, conceptual change can be viewed through three lenses—an ontological lens, an epistemological lens, or a social/affective lens. Figure 2 shows the emergence of new socio-cultural elements to resolve dissatisfaction with existing theories (dissatisfaction with existing theories). Theories and laws are proposed as the implicit premise of a new metaphy sical belief system at the time (the minimum intelligibility of the new the ory). If it is justified and selected by the value system resulting from the metaphysical belief system at the time (the plausibility and usefulness of t he new theory), such theoretical laws are accepted by the society of scient ists (conceptual change). Therefore, this study applies the conceptual change process to Kuhn's scientific revolution process in scientific theory.

  The Scientific Conceptual Changes, and Kuhn's Paradigm · 2026 · DOI

Most-cited papers in Science Education and Pedagogy

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