Effectiveness of conceptual change strategies in science education: A meta‐analysis
Article Properties
-
LanguageEnglish
-
DOI (url)
-
Publication Date2023/07/08
-
Indian UGC (journal)
-
Refrences325
-
Citations4
-
Cagatay Pacaci Kastamonu Science and Art Center Kastamonu Turkey ORCID (unauthenticated)
-
Ulas Ustun Department of Mathematics and Science Education, Faculty of Education Artvin Çoruh University Artvin Turkey ORCID (unauthenticated)
-
Omer Faruk Ozdemir Department of Mathematics and Science Education, Faculty of Education Middle East Technical University Ankara Turkey ORCID (unauthenticated)
Abstract
Cite
Pacaci, Cagatay, et al. “Effectiveness of Conceptual Change Strategies in Science Education: A meta‐analysis”. Journal of Research in Science Teaching, 2023, https://doi.org/10.1002/tea.21887.
Pacaci, C., Ustun, U., & Ozdemir, O. F. (2023). Effectiveness of conceptual change strategies in science education: A meta‐analysis. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21887
Pacaci, Cagatay, Ulas Ustun, and Omer Faruk Ozdemir. “Effectiveness of Conceptual Change Strategies in Science Education: A meta‐analysis”. Journal of Research in Science Teaching, 2023. https://doi.org/10.1002/tea.21887.
Pacaci C, Ustun U, Ozdemir OF. Effectiveness of conceptual change strategies in science education: A meta‐analysis. Journal of Research in Science Teaching. 2023;.
Journal Categories
Education
Education
Theory and practice of education
Social Sciences
You May Also Like
- Attitudes towards science: A review of the literature and its implications
- Improving science teachers' conceptions of nature of science: a critical review of the literature
- Conceptual change: A powerful framework for improving science teaching and learning
- The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education
- Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning
Refrences
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
| 5e Öğrenme Döngüsüne Göre Düzenlenmiş Uygulamaların Asit-Baz Konusundaki Kavram Yanılgılarına Etkisi | Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi | 10 | 2015 | |
| Measures matter: A meta‐analysis of the effects of educational apps on preschool to grade‐3 children's literacy and math skills | AERA Open |
| 2021 | |
| The effect of constructivist learning approach and active learning on environmental education: A meta‐analysis study | 2020 | |||
| Kavramsal değişim yaklaşımına yönelik çalışma: Gazlar konusu | 2018 | |||
| Measuring conceptual change on stoichiometry using mental models and illstructured problems in a flipped classroom environment | 2017 |
Citations
Citations Analysis
| Category | Category Repetition |
|---|---|
| Education: Theory and practice of education | 4 |
| Education | 4 |
| Social Sciences | 4 |
| Education: Education (General) | 2 |
The category
Education: Theory and practice of education 4
is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled High school students' evolving alternative conception related to the volume of gas: A Lakatosian perspective and was published in 2023. The most recent citation comes from a 2024 study titled Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties. This article reached its peak citation in 2024, with 3 citations. It has been cited in 3 different journals. Among related journals, the Chemistry Education Research and Practice cited this research the most, with 2 citations. The chart below illustrates the annual citation trends for this article.