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Studies in Science Education Volume 56, 2020 - Issue 2
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Review Article

Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals

Patrice Potvina Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1623-2362View further author information
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Lucian Nenciovicia Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0002-3004-7059View further author information
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Guillaume Malenfant-Robichauda Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/Canada;b Éducation, Commission Scolaire De l’Or-et-des-Bois, CanadaORCID Iconhttps://orcid.org/0000-0002-3515-3045View further author information
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François Thibaulta Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0002-8050-9362View further author information
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Ousmane Syc Département des sciences de l'éducation, Université Du Québec À Trois-Rivières, Trois-Rivières, CanadaORCID Iconhttps://orcid.org/0000-0002-9605-6636View further author information
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Mohamed Amine Mahhoua Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0001-8328-654XView further author information
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Alex Bernarda Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0001-7088-7039View further author information
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Geneviève Allaire-Duquettea Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0002-7506-0310View further author information
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Jérémie Blanchette Sarrasina Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0003-0478-8125View further author information
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Lorie-Marlène Brault Foisya Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0003-1594-5915View further author information
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Nancy Brouillettea Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0002-0852-6248View further author information
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Audrey-Anne St-Aubina Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0002-2235-5780View further author information
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Patrick Charlanda Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0001-5893-7443View further author information
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Steve Massona Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0002-7228-5098View further author information
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Martin Riopela Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0003-0187-6218View further author information
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Chin-Chung Tsaid Program of Learning Sciences, National Taiwan Normal University, Taipei, TaiwanORCID Iconhttps://orcid.org/0000-0001-7744-9971View further author information
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Michel Bélangera Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0002-1988-8455View further author information
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Pierre Chastenaya Équipe De Recherche En Éducation Scientifique Et Technologique (ÉREST), Université Du Québec À Montréal, Montréal/CanadaORCID Iconhttps://orcid.org/0000-0002-6825-0538View further author information
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Pages 157-211 | Received 25 Apr 2019, Accepted 31 Oct 2019, Published online: 17 Apr 2020

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Manal Abdul Karim Al Momani, Kawther Aboud Alharahasheh & Mohammad Alqudah. (2023) Digital learning in Sciences education: A literature review. Cogent Education 10:2.
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Patrice Potvin. (2023) Response of science learners to contradicting information: a review of research. Studies in Science Education 59:1, pages 67-108.
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Mohd Zaidi Bin Amiruddin, Achmad Samsudin, Andi Suhandi & Bayram Costu. (2024) Bibliometric Investigation in Misconceptions and Conceptual Change Over Three Decades of Science Education. International Journal of Educational Methodology volume-10-2024:volume-10-issue-3-august-2024, pages 367-385.
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Giacomo Zuccarini & Massimiliano Malgieri. (2022) Modeling and Representing Conceptual Change in the Learning of Successive Theories. Science & Education 33:3, pages 717-761.
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Louise J. Dalton, Louise Aukland, Ella Lloyd‐Newman, Hadassah Buechner, Amy McCall & Elizabeth Rapa. (2024) Development and evaluation of neuroscience lesson content to improve Key Stage 3 (11–14 year old) students' understanding of the early years in England. The Curriculum Journal.
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Kübra Özmen. (2023) Health Science Students’ Conceptual Understanding of Electricity: Misconception or Lack of Knowledge?. Research in Science Education 54:2, pages 225-243.
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T Bouchée, L de Putter-Smits, M Thurlings & B Pepin. (2023) The design and construction of a PhET-based inquiry learning worksheet to develop understanding of the particle-in-a-box model. Physics Education 59:1, pages 015031.
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Vesta Aleknavičiūtė, Erno Lehtinen & Ilona Södervik. (2023) Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies. Educational Research Review 41, pages 100556.
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Erdal Taslidere & Bilgetürk Yıldırım. (2022) Effect of Conceptual Change–Oriented Instruction on Students’ Conceptual Understanding and Attitudes Towards Simple Electricity. International Journal of Science and Mathematics Education 21:5, pages 1567-1589.
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Johannes Addido, Andrea Burrows & Timothy Slater. (2022) The Effect of the Conceptual Change Model on Conceptual Understanding of Electrostatics. Education Sciences 12:10, pages 696.
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Rajesh Bhalwankar & Jan Treur. (2021) Modeling learner-controlled mental model learning processes by a second-order adaptive network model. PLOS ONE 16:8, pages e0255503.
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Thomas A. C. Reydon. (2021) Misconceptions, conceptual pluralism, and conceptual toolkits: bringing the philosophy of science to the teaching of evolution. European Journal for Philosophy of Science 11:2.
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Maarit Karonen, Mari Murtonen, Ilona Södervik, Marianna Manninen & Mikko Salomäki. (2021) Heuristics Hindering the Development of Understanding of Molecular Structures in University Level Chemistry Education: The Lewis Structure as an Example. Education Sciences 11:6, pages 258.
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Glykeria Fragkiadaki, Marilyn Fleer & Konstantinos Ravanis. (2021) Understanding the complexity of young children's learning and development in science: A twofold methodological model building on constructivist and cultural-historical strengths. Learning, Culture and Social Interaction 28, pages 100461.
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Cédric Vanhoolandt, Charly Mobers & Jim Plumat. (2021) Influence d’un entrainement de courte durée aux fonctions exécutives, et particulièrement au contrôle inhibiteur, sur le changement conceptuel en physique. Neuroeducation 7:1, pages 39-61.
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Patrice Potvin, Guillaume Malenfant-Robichaud, Caroline Cormier & Steve Masson. (2020) Coexistence of Misconceptions and Scientific Conceptions in Chemistry Professors: A Mental Chronometry and fMRI Study. Frontiers in Education 5.
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