Effectiveness of conceptual change strategies in science education: A meta-analysis

Basit Öğe Kaydı
dc.authorid0000-0002-5093-3568en_US
dc.authorid0000-0001-9974-6897en_US
dc.authorid0000-0003-4715-195Xen_US
dc.contributor.authorPaçacı, Çağatay
dc.contributor.authorÜstün, Ulaş
dc.contributor.authorÖzdemir, Ömer Faruk
dc.date.accessioned2024-12-05T07:18:27Z
dc.date.available2024-12-05T07:18:27Z
dc.date.issued2024
dc.departmentAÇÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümüen_US
dc.description.abstractThere is extensive literature focusing on students' misconceptions in various subject domains. Several conceptual change approaches have been trying to understand how conceptual change occurs to help learners handle these misconceptions. This meta-analysis aims to integrate studies investigating the effectiveness of three types of conceptual change strategy: cognitive conflict, cognitive bridging, and ontological category shift in science learning. We conducted a random-effects meta-analysis to calculate an overall effect size in Hedges' g with a sample of 218 primary studies, including 18,051 students. Our analyses resulted in a large overall effect size (g = 1.10, 95% CI [1.01, 1.19], k = 218, p < 0.001). We also performed a robust Bayesian meta-analysis to calculate an adjusted effect size, which specified a large effect (adjusted g = 0.93, 95% CI [0.68, 1.07], k = 218). Results are also consistent across the conceptual change strategies of cognitive conflict (g = 1.10, 95% CI [0.99, 1.21], k = 150, p < 0.001), cognitive bridging (g = 1.06, 95% CI [0.84, 1.28], k = 30, p < 0.001), and ontological category shift (g = 0.88, 95% CI [0.50, 1.26], k = 9, p < 0.001). However, a wide-ranging prediction interval [0.19, 2.38] points out a high level of heterogeneity in the distribution of effect sizes. Thus, we investigated the moderating effects of several variables using simple and multiple meta-regression. The final meta-regression model we created explained 35% of overall heterogeneity. This meta-analysis provides robust evidence that conceptual change strategies significantly enhance students' learning in science.
dc.identifier.doi10.1002/tea.21887
dc.identifier.endpage1325en_US
dc.identifier.issn0022-4308
dc.identifier.issue6en_US
dc.identifier.scopusqualityQ1
dc.identifier.startpage1263en_US
dc.identifier.urihttps://doi.org/10.1002/tea.21887
dc.identifier.urihttps://hdl.handle.net/11494/5104
dc.identifier.volume61en_US
dc.indekslendigikaynakScopus
dc.language.isoenen_US
dc.publisherJohn Wiley and Sons Incen_US
dc.relation.ispartofJournal of Research in Science Teaching
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCognitive Bridgingen_US
dc.subjectCognitive Conflicten_US
dc.subjectConceptual Changeen_US
dc.subjectMeta-Analysisen_US
dc.subjectOntological Category Shiften_US
dc.titleEffectiveness of conceptual change strategies in science education: A meta-analysisen_US
dc.typeArticle

Dosyalar

Orijinal paket
Listeleniyor 1 - 1 / 1
Küçük Resim
İsim:
cagatay.pacaci-ulas.ustun-omerfaruk.ozdemir.pdf
Boyut:
7.12 MB
Biçim:
Adobe Portable Document Format
Açıklama:
Tam Metin / Full Text
İndir
Lisans paketi
Listeleniyor 1 - 1 / 1
[ X ]
İsim:
license.txt
Boyut:
1.44 KB
Biçim:
Item-specific license agreed upon to submission
Açıklama:
İndir

Koleksiyon

Scopus İndeksli Yayınlar Koleksiyonu
Matematik ve Fen Bilimleri Eğitimi Bölümü Koleksiyonu
WoS İndeksli Yayınlar Koleksiyonu