Conceptual Change for Improving Chemistry Education in Ethiopia: A Conceptual Literature Review

Abstract

Research on conceptual change (CC) has demonstrated that students often struggle when learning involves substantial modifications to their existing knowledge. Despite the extensive and sophisticated discourse surrounding CC theories and strategies in science education, a notable failure persists in translating these well-researched frameworks into substantive conceptual understanding among learners. Numerous studies indicate that conventional teaching methods are inadequate to support these cognitive shifts. Drawing on a conceptual literature review, this article presents a comprehensive examination of the foundations of CC, CC theory, and its application within science and chemistry education. The discussion spans the meaning of CC, theoretical frameworks, instructional strategies like conceptual change texts, analogies, and demonstrations, and limitations of conventional instructional approaches. It highlights empirical research evidencing improved learning outcomes through CC approaches. The article uncovers the complexities and best practices for facilitating CC in chemistry, aiming to enhance both teaching methods and student comprehension in chemistry. This review has led to a set of informed conclusions and actionable recommendations.