Transforming physics misconceptions into conceptual understanding: A narrative review of conceptual change theory, diagnostic assessment, and classroom-based instructional strategies

Adeniyi Michael Adeduyigbe; Uchenna Kingsley Okeke

doi:10.55056/seq.1336

Authors

Adeniyi Michael Adeduyigbe University of Ibadan Author https://orcid.org/0009-0006-4864-2119
Uchenna Kingsley Okeke University of Johannesburg Author https://orcid.org/0000-0002-8308-6676

DOI:

https://doi.org/10.55056/seq.1336

Keywords:

misconceptions, conceptual change, physics education, diagnostic assessment, active learning

Abstract

Persistent misconceptions in physics can impede students’ conceptual understanding, contributing to fragmented knowledge, lower academic achievement, and reduced engagement in STEM disciplines. This narrative review synthesises conceptual change theory, diagnostic assessment approaches, and classroom-based instructional strategies for addressing misconceptions in physics education. Drawing on the literature on mechanics and electricity, the review discusses misconception-centred approaches, including cognitive-conflict tasks, refutational texts, Peer Instruction, Tutorials in Introductory Physics, interactive PhET simulations, and formative feedback. The reviewed literature points to several conditions that may support conceptual change, including deliberate instructional sequencing, the use of multiple representations, structured peer collaboration, and continuous formative feedback. The review also examines implementation challenges, including teacher expertise, time constraints, resource disparities, and technology integration, and considers context-sensitive approaches for diverse educational settings. Based on the narrative nature of the review, the synthesis is intended to provide context-dependent insights rather than a comprehensive or universally generalisable account of misconception-centred instruction. The review offers practical considerations for educators seeking to support the transformation of students’ intuitive ideas into more coherent scientific understanding.

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References

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