The Refutation Text (RT) as a bridge for scientific conceptual change in science education: A systematic literature review
Keywords:
Conceptual change, refutation texts, science education, conceptual understanding, cognitive processAbstract
This research aimed to explore the role of refutation texts within the domain of science education. A systematic literature review (SLR) was conducted following the PRISMA guidelines to analyse 41 selected articles indexed in Scopus (Q1–Q3). The inclusion criteria require that all articles be published in English and focus specifically on refutation texts in the field of science education. The findings reveal that refutation texts define this term in the science domain have been published in six countries, the United Kingdom (n = 16), the United States (n = 11), the Netherlands (n = 9), Turkey (n = 3), Switzerland (n = 1), and Lithuania (n = 1). Methodologically, the reviewed studies employed quantitative (n = 36), qualitative (n = 3), and mixed methods (n = 2) approaches. Refutation texts were found to be implemented across various educational levels, ranging from primary school to university undergraduates. Furthermore, the use of refutation texts was shown to contribute to three core educational components: cognitive processes, pedagogical insights, and conceptual change. This study highlights current trends and the pedagogical significance of refutation texts in science learning, particularly in enhancing conceptual understanding and promoting deeper learning.
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