education
sciences
Systematic Review
Misconceptions in the Learning of Natural Sciences:
A Systematic Review
Frank Guerra-Reyes 1 , Eric Guerra-Dávila 1 , Miguel Naranjo-Toro 1 , Andrea Basantes-Andrade 1, *
and Sandra Guevara-Betancourt 2
1
2
*
Science Research Group Network e-CIER, Universidad Técnica del Norte, Ibarra 100105, Ecuador;
feguerra@utn.edu.ec (F.G.-R.); eoguerrad@utn.edu.ec (E.G.-D.); menaranjo@utn.edu.ec (M.N.-T.)
Research Group in Education, Science and Technology, Universidad Técnica del Norte, Ibarra 100105,
Ecuador; smguevara@utn.edu.ec
Correspondence: avbasantes@utn.edu.ec
Abstract: The determination of misconceptions among students is a prerequisite to driving conceptual, procedural, and attitudinal changes. This study aimed to investigate the causes and effects that
misconceptions generate in the learning of natural sciences, as well as the basic categories of misconceptions in the learning of physics held by high school students. Under the PRISMA guidelines, the
research consisted of a systematic literature review in three databases: Scopus, WoS, and Dimensions.
Data visualization and analysis were supported by the following tools: VOSviewer, Bibliometrix,
and ATLAS.ti. It was concluded that misconceptions do not solely depend on students’ behavior;
teacher training and preparation also have a direct influence on this issue. The main factors include
persistent use of the didactic model of transmission–reception, the influences of students’ daily
experiences, decontextualization of the addressed content, limited development of research skills,
usage of inadequate teaching methods, texts full of formulas, and exaggerated schemas. Physics
stands out as the most studied discipline, in terms of misconceptions. Several topics were identified
that contained misconceptions grouped into four main subject areas: thermodynamics, waves and
sound, mechanics, and radiation and light.
Citation: Guerra-Reyes, F.; Guerra-
Keywords: misconceptions; science learning; inquiry-based science education; systematic review
Dávila, E.; Naranjo-Toro, M.;
Basantes-Andrade, A.; GuevaraBetancourt, S. Misconceptions in the
Learning of Natural Sciences: A
1. Introduction
Systematic Review. Educ. Sci. 2024, 14,
Based on the teaching–study–learning process of science, both the contents of the
disciplines and the didactic models used to guide their approach in the classroom are considered priorities [1]. The broad field of natural sciences includes content from astronomy,
biology, physics, geology, and chemistry [2]. In the context of their didactics, at least five
models are in force: transmission–reception, discovery, meaningful reception, conceptual
change, and research [3].
With the diversity of content integrated into the natural sciences, students are prepared
in both in the disciplinary foundations and in the daily practice of the scientific method.
In terms of didactic models, recent studies link inquiry-based learning to the promotion
and strengthening of meaningful learning, as well as the development of critical thinking
and problem-solving in the context of learners’ lives [4–6].
Despite these findings, the traditional didactic model still persists in school classrooms,
a model that has proved to be incapable of fostering critical analysis and reflection [7].
It is known that this way of teaching–studying–learning can lead to the emergence of misconceptions. This happens because memorization is privileged over deep understanding,
resulting in students who can only provide superficial answers that do not connect to their
daily life experiences [8,9].
In order to generate a relevant and situated didactic process, it is necessary to determine the misconceptions acquired by the students. Their lack of knowledge generates an
497. https://doi.org/10.3390/
educsci14050497
Academic Editor: Daniel Muijs
Received: 1 December 2023
Revised: 15 February 2024
Accepted: 12 April 2024
Published: 6 May 2024
Copyright: © 2024 by the authors.
Licensee MDPI, Basel, Switzerland.
This article is an open access article
distributed under the terms and
conditions of the Creative Commons
Attribution (CC BY) license (https://
creativecommons.org/licenses/by/
4.0/).
Educ. Sci. 2024, 14, 497. https://doi.org/10.3390/educsci14050497
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Educ. Sci. 2024, 14, 497
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incomplete and imprecise learning environment for concepts and procedures, as well as
a space for erroneous understandings in science [10,11]. For this reason, its recognition
constitutes a basic premise for the (re)construction of scientific knowledge during learning,
as well as for providing suggestive and destabilizing cognitive resources [12–14].
The term misconception is complex in nature, and has been conceptualized as preconceptions, alternative ideas, convictions, conceptual obstacles, misconceptions, beliefs,
and alternative frameworks [15]. Moreover, the didactic literature has other names such as
children’s science, prior ideas, intuitive ideas, alternative conceptions, student representations, naive beliefs, implicit theories, and common sense theories [16–20]. Others have
even begun to recognize these ideas as organizing models of thought [21].
Although this is not a universal characterization, contemporary scholars prioritize
three terms: prior ideas, misconceptions, and alternative conceptions [17,20]. Nevertheless,
it seems that in the processes of scientific dissemination, the expression misconceptions
has become popular. Consequently, this research framework recognizes the term misconceptions in the following way: according to the theory, they are conceived as alternative
conceptions that deviate from what is scientifically accepted in various contexts; therefore,
they are basic premises that must be taken into account in the (re)construction of scientific
knowledge [22].
Misconceptions in the natural sciences can have a variety of origins. They can come
from misinterpretations of everyday experiences to incorrect information received through
informal media or cultural traditions. These misconceptions take root in students’ minds
and represent considerable challenges as the learners resist change, even in the face of
direct, structured teaching. This phenomenon not only impedes the acquisition of new
knowledge, but can also affect students’ attitudes towards learning science, reducing their
interest and motivation.
On the other hand, with the didactic approach, not only would the importance of this
research-based model be sustained, but also its treatment in the classroom would enable
conceptual, procedural, and attitudinal changes in students [23,24]. Hence, teachers must
reflect on their work praxis in relation to the construction of meaningful contexts from a
scientific perspective that contextualize the concepts they teach [25].
The study of misconceptions in the learning of natural sciences has been approached
by various authors with multidisciplinary approaches. For instance, conceptual errors in
biology teaching have been investigated, highlighting the importance of understanding
students’ misconceptions to improve instruction [26–28]. In the field of chemistry, students’
preconceived ideas have been explored, proposing strategies to correct them and promote
more solid learning [29,30]. In physics, misconceptions have been analyzed, and a gender
gap in conceptual understanding has been detected [31]. Likewise, some of the most
common difficulties for learning astronomy in the classroom have been summarized, and
strategies to overcome them have been proposed [32]. Finally, in geology, conceptual errors
in the understanding of geological processes have been studied, and the importance of
contextualized and inquiry-based teaching has been emphasized to overcome these barriers
to learning [33]. It must be noted that in the broad field of natural sciences, systematic
literature reviews of misconceptions are limited [22].
In this context, our research focuses on identifying misconceptions in the learning of
natural sciences. For this reason, the following questions were raised: What are the causes
and effects generated by the misconceptions that high school students hold in the learning
of natural sciences? Specifically, in the learning of physics, what are the physics topics that
evidence the highest number of misconceptions among high school students?
2. Materials and Methods
A systematic literature review (SRL) was used to classify, select, and analyze research
papers in an orderly, accurate, and rigorous manner [33–36]. It was carried out in the Scopus,
WoS (Web of Science), and Dimensions databases, because they provide an extensive
amount of metadata that are essential to perform a detailed bibliometric analysis. Moreover,
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these databases are recognized for their comprehensiveness and reliability in various areas
of science.
During the process, the guidelines of the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) statement [37,38] were considered, which adequately
and concisely describe the process carried out in three phases.
The first phase, the sensitive search, was conducted in April 2023. This marked
the beginning of the data collection process. The key terms used were “misconceptions
AND science”. Then, for an extended search, variants of the terms such as “alternative
conceptions” AND “natural sciences” were included. This process determined an initial set
of 4.174 results in Scopus, 10,005 in WoS, and 613,418 in Dimensions.
Bibliometric maps were elaborated from the extracted metadata and with the support
of the VOSviewer and Bibliometrix data visualization and analysis tools. These maps
allowed an effective visualization of the most cited authors, the scientific production at a
country level, the relationships, and their evolution over time.
For refining the search strategy, Boolean operators were incorporated to combine
relevant terms that were related to the research event and the target population. The key
terms used related to misconceptions, secondary education, high school students, and
branches of natural sciences. As a result, the following strategy was generated: (“misconceptions” OR “alternative conceptions”) AND (“high school” OR “secondary education”)
AND “students” AND (“learning” OR “learn”) AND (“science” OR “natural sciences” OR
“biology” OR “chemistry” OR “physics” OR “astronomy” OR “geology”).
No temporal or language filters were employed, in order to conduct comprehensive
research about possible changes over time. This, due to bibliometrics, indicated that countries such as Indonesia, Turkey, and the United States had the highest scientific production,
so this factor was independent of language. Below are the main findings that led to the
determination of an appropriate search strategy.
2.1. Citation of Authors
Figure 1a shows that the most cited authors are Peter W. Hewson and Mariana G.
Hewson, researchers who significantly impact the study on misconceptions of natural
sciences. Figure 1b shows that, in addition to being highly cited, they have a higher
bibliographic pairing. In other words, they exhibit a high interconnection between studies,
and frequently influence them.
The period of publication for these authors spans from 1983 to 2000. Due to this,
there is wide interest in the themes these authors address, with continuous attention from
the academic community; this highlights their importance and durability. This longevity
suggests possible areas of future development, and establishes the need to explore new
perspectives and approaches within the field.
Although the referred authors have a greater number of citations over time, currently [22], Achmad Samsudin stands out as the author with the highest scientific production, with continuous publications since 2017. On the other hand, during 2019, the most
cited author was Rahma Diani. This highlights the variable dynamics within scientific
production, and further demonstrates the relevance of considering both the long-term
trajectory and the most recent trends.
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(a)
(b)
Figure 1. Citation by authors: (a) Heat map; (b) bibliographic matching.
2.2. Scientific Production by Country
The scientific production by country reveals interesting patterns in relation to the
subject. As seen in Figure 2a, Indonesia stands out with 231 scientific papers.ttIt is followed
by the United States with 219, and Turkey with 72. This is evidence of the geographical
diversity in research related to the research topic. The most relevant institutional affiliation
is the Universitas Pendidikan Indonesia [22].
Although Indonesia has the highest scientific production in the field under study since
2020, it is not the country with the highest number of citations. As shown in Figure 2b,
the United States is in the lead. This situation may be because it has a longer history of
scientific contributions since 2015.
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The aforementioned countries share a distinct connection. In terms of scientific production related to misconceptions in the natural sciences, Indonesia is not directly linked to
the United States, but is so through Turkey [22]. In this way, the dynamics of collaborations
and research networks between the countries with the highest scientific production are
distinguished. The fact that Turkey has a high number of citations may be due to its role as
a bridge between the two countries.
(a)
(b)
Figure 2. Scientific production by country: (a) World Map; (b) citations by country.
2.3. Keywords
The keywords review provided a detailed perspective of the research trends and
approaches. For the research event, 28 clusters were identified. Figure 3a shows relevant
keywords “misconceptions” and “high school”, “science”, and “physical” and “chemistry”.
Also, it was deduced that there is a conceptual framework based on constructivism, since
the findings highlight the importance of the active construction of knowledge by the
students in direct relation to their alternative conceptions.
Regarding the time evolution of the keyword “misconceptions”, Figure 3b shows
relative stability in its use. In addition, a fusion occurs between the keywords “inquirybased learning” and “secondary education”. This situation reveals possible adjustments
made to methodological and thematic approaches over time, which was useful when
developing a search strategy.
Finally, Figure 3c reveals the tendency to provide a thematic description related to
a particular science. This highlights the importance of accuracy in search, as keywords
vary according to each discipline of natural sciences. Therefore, it is essential to include
the terms “astronomy”, “biology”, “chemistry”, “geology”, and “physics” to ensure the
relevance of the results.
Finally, the selection of articles for this systematic review was carried out through the
application of inclusion and exclusion criteria linked to the information collected in the
bibliometric analysis.
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(a)
(b)
(c)
Figure 3. Keywords misconceptions: (a) Relationships among keywords; (b) evolution over time;
(c) Word Cloud.
2.4. Inclusion Criteria
-
-
Open access articles: Only these types of articles were included to ensure accessibility
and availability of information.
Primary research: They were selected because they provide knowledge in a more
direct and reliable way.
Target population: Articles were considered when their populations were high school
students, without considering factors such as gender, race, lifestyle, and demographic
location, among others.
Research event: Misconceptions or alternative conceptions in natural sciences.
All languages: Due to the diversity of the leading countries in publications on the
subject, for example, Indonesia, Turkey, and the United States.
Results relevant to the research event: Articles had to present specific results related
to alternative conceptions or misconceptions in high school students.
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2.5. Exclusion Criteria
-
Reviews or meta-analyses: Articles other than primary research.
Different from the natural sciences: Unfocused from the natural sciences.
Populations other than secondary education: Those that do not include high school
students.
Different from alternative conceptions or misconceptions: Unidentified from the
causes and effects of students’ alternative or erroneous conceptions.
-
2.6. Review Process
Identification
Out of a total of 1036 initial articles, 378 duplicate studies were excluded in the first
stage. Subsequently, after reviewing the titles and abstracts, 459 articles not aligned to the
research question were discarded. After the application of the inclusion and exclusion
criteria, a total of 56 studies considered eligible were obtained. From those articles, 40 were
excluded because they did not provide information about students’ alternative or erroneous
conceptions.
Figure 4 shows the process to select 16 scientific articles that met all of the criteria
established to carry out the systematic review.
Records identified from:
Databases (n = 3)
Records removed before screening:
Scopus (n = 317)
Duplicate records removed (n =
WoS (n = 387)
378)
Screening
Dimensions (n = 332)
Records screened
Records excluded
(n = 658)
(n = 459)
Reports sought for retrieval
Reports not retrieved
(n = 199)
(n = 143)
Reports assessed for eligibility
(n = 56)
Reports excluded:
A list of misconceptions or alternative conceptions is not in-
Included
cluded (n = 40)
Studies included in review
(n = 16)
Figure 4. PRISMA flow diagram.
ffi
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Subsequently, the ATLAS.ti program was used for the analysis of the data collected
from the 16 essential articles. Its use provided a comprehensive vision, as well as efficient
management in the handling of qualitative data. In addition, it made it possible to improve
the organization, coding, and systematic analysis of information. As a prerequisite, a
careful reading of the results of each study was performed to extract the most relevant
information.
Thus, it was possible to identify patterns, relationships, and influences between
misconceptions and the learning of natural sciences. This process ensured coherence in the
information synthesis and a deep and detailed understanding of the research event.
ff 3. Results
Lotka’s law offers a valuable perspective for understanding the dynamics of academic
production in a specific field [39]. According to this law, the general tendency is that most
authors contribute a small number of papers on a specific topic, while a small group of
researchers is responsible for most of the relevant literature in that field. Figure 5 shows
that the data collected support the statement of this law.
Figure 5. Lotka’s Law.
Upon the fulfillment of this law, which focuses on the inequality of academic production among researchers, we highlight the importance of identifying and recognizing those
authors who have excelled in the subject and who have had a significant impact in their
field. This allows us to guide future research and collaborations with those authors who
exert the greatest influence in their scientific fields.
As a derivation, the examination of scientific articles showed concrete results in these
experimental sciences. Physics was the science with the highest volume of production and
discoveries. On the contrary, no specific studies related to geology were found. In general, in
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the published research, the authors explore and detail factors that promote the appearance
of misconceptions in the learning of natural sciences in high school students.
3.1. Causes and Effects Generated by Misconceptions in Chemistry
It is assumed that chemistry is not always easy to understand because it involves
didactic processes that can be complicated for students such as prevalence use of the
transmission–reception learning model; use of textbooks full of formulas that are incomprehensible to students; imitation of good examples and repetitive exercises as a priority
method of study; excessive generalization of concepts, principles, and laws; decontextualization and superficiality in the way chemical problems are approached; students’
personal conceptualizations that do not always agree with the scientific concepts studied;
and limited support for the development of reasoning skills [40–43].
The preeminence of these factors triggers the formation of misconceptions as well as
the progressive disinterest of students in their learning of natural sciences [40–43]. This is
reflected in misinterpretations and a limited understanding of chemical principles.
Among the main misconceptions that remain in students’ understandings, the following are mentioned:
•
•
•
•
•
•
Air (chemical composition) [44].
States of matter (mention of the state of matter unrelated to temperature and pressure,
incomprehension of the evaporation of some liquids at any temperature, dissociation
between the structure of particles in different states of matter) [44].
Structure of matter (little knowledge or confusion about the microscopic properties of matter: number, order, spaces, size and motion of particles, configuration of
molecules) [45].
Chemical bonds (types of atoms that form them, how they are formed and what types
exist, knowledge of ions) [46].
Chemical equilibrium (equilibrium is reached when the concentration of the product
is equal to that of the reactants, equilibrium is reached when the reaction rate in the
formation of products and reactants is constant, the concentration of reactants and
products increases during the reaction, pressure and temperature generate increases
in reactants and products) [47].
Radioactivity (unawareness of radioactive sources of natural origin, tendency to relate
their origin to the use of technological devices, radiation is transmitted through the air,
difficulties in interpreting the radioactive process from the atomic–nuclear perspective;
possibility of changing radioactive substances with temperature or change in state,
and lack of knowledge about protective measures in relation to different types of
radiation) [48].
3.2. Causes and Effects Generated by Misconceptions in Biology
In biology, superficial comprehension of concepts is attributed to students’ limited
thoroughness [49]. Among other causes, teaching methods and teachers’ explanations
are cited as triggers for the emergence of misconceptions. In addition, the limited use of
appropriate teaching aids or analogies might make it difficult for students to understand
complex concepts.
As a cause for the permanence of misconceptions, the scientific literature also exposes the outdated and even misleading information that potentially impacts students
and teachers [50]. Their origins can come from textbooks, websites, journal articles, and
even curriculum guides designed by experts. Among the main categories of misconceptions are oversimplifications, overgeneralizations, use of obsolete terms, and erroneous
identifications.
Among the main misconceptions that remain in students’ understandings, the following are mentioned:
•
DNA (confusion of terms with atom, molecule, and cell; DNA contains living cells, it is
made up of amino acids that allow exchange among cells, it is found in the blood) [44].
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•
•
•
•
Cells (related to the definition, classes, but mostly to the structure and function of
cellular organelles) [51].
Human digestion (errors in relation to the mouth-to-stomach route, the order of
the intestines, and the connections of the liver and pancreas to the digestive tract;
incorrectly locating the place in the tube where the liver and pancreas secrete digestive
juices, as well as the place where the absorption of nutrients takes place) [52].
Classification of living beings (simplified and outdated regarding the variety of living
beings into two or three kingdoms, characterization with the use of the category
super-kingdom or domain is not included either) [53].
Plants (photosynthesis only takes place during the day and at night they breathe
oxygen; oversimplification of the equation represented by photosynthesis, in which
glucose is placed as the main product without taking into account starch or sucrose as
the most common products; overestimation of animal pollination and confusion with
fertilization; and identifying algae, fungi, and corals as plants) [54].
It is imperative that both students and educators become aware of the effects that
generate misconceptions, so that they can work collaboratively to minimize them in the
teaching–learning of biology. On the part of teachers, the use of various teaching aids and
the promotion of a more co-responsible study culture are needed.
3.3. Causes and Effects Generated by Misconceptions in Astronomy
Alternative conceptions are attributed to the use of exaggerated schemas to explain
astronomical concepts. Schemas, when used appropriately, can simplify the understanding
of complex concepts; however, they can lead to incorrect or incomplete understanding
when oversimplifications are used [55].
Everyday experiences and superficial observations of celestial phenomena have also
been found to contribute to the formation of misconceptions. The study of astronomical
phenomena is difficult to understand because of their scale or distance from the observer.
Among the main misconceptions that remain in students’ understandings, the following are mentioned:
•
•
•
•
•
•
Gravity (there is no gravity in outer space or on the moon; gravity is like magnetic
force; during free fall, acceleration depends on the mass of the object and the distance
to the earth; confusion about the orbital motions of the planets) [56].
Seasons (seasons occur as a result of the distance the Earth is from the sun during the
year; the Earth’s tilt changes direction throughout the year; the Earth’s rotation affects
the seasons; and the Earth’s tilt changes direction throughout the year) [55,56].
Big Bang (the Big Bang was an explosion, there was some configuration of matter
before the big bang, the universe has a center, there is no evidence of the Big Bang) [56].
Comets and constellations (comets are falling stars; constellations are stars that connect
through lines and represent animal figures) [57,58].
Solar system (the Sun revolves around the Earth, learners do not distinguish sizes
among celestial bodies in the solar system nor do they represent them adequately) [58].
Universe (place where planets are located and living beings live, stars are planets that
appear at night) [58].
It has also been highlighted that both in-service and pre-service teachers have inadequate alternative conceptions in astronomy [59]. This can influence the way they approach
teaching, and it directly affects students’ understanding of science [60].
In the end, we suggest balancing simplification with conceptual precision. In addition,
these findings highlight the importance of the continuous training of educators in didactic
models for the study of science. This may support the implementation of adequate, accurate,
and up-to-date teaching in astronomy.
3.4. Causes and Effects Generated by Misconceptions in Physics
Several studies [61–70] have identified some factors that contribute to the emergence
of misconceptions in physics. First, these studies point to students’ low comprehension of
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physical concepts, and their tendency to memorize formulas and concepts without really
understanding them [61–70]. This results in a limited ability to analyze problems, and
difficulties when establishing relationships between quantities and formulas.
In addition, students face difficulties in understanding the relationships between
quantities when they are presented in graphics [61]. This leads to the construction of their
own concepts, which are not always scientifically accurate and relevant [62,69]. Since they
do not understand the basic concepts, they are often confused when approaching problems
of greater difficulty.
ff The role of textbooks is also a significant factor. The availability of books that present
different versions of equations often hinders and slows down the understanding of the
fundamentals of physics; teachers should spend more time explaining these variations [63,66].
Learning experiences based on memorization without comprehension, associative
thinking, and incomplete or incorrect reasoning generate learning of physical concepts
with shortcomings [61,64,65]. On the other hand, the immature understanding of concepts
on the part of students, together with inadequate explanations by teachers and the use of
inappropriate learning resources, are other causes that give rise to misconceptions in the
learning of physics [63,66].
It should be noted that students’ intuition is often wrong [65]. Sometimes, they have
ffi
tt
difficulty
abstracting concepts properly [67,68]. Likewise, forgetting
concepts or retaining
them weakly, which are influenced by the opinions of their peers, also contribute to the
development of misconceptions in the learning of physics [68].
It is relevant to bear in mind that teaching–learning physics is the field with the
greatest number of studies, which, as initially argued, is linked to the other natural sciences.
Therefore, it is necessary to address and correct misconceptions through inquiry-based
learning in all areas of science, and particularly in physics.
In response to the second research question regarding the misconceptions that arise in
the learning of physics, Figure 6 shows 53.
(a)
Figure 6. Cont.
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(b)
(c)
Figure 6. Cont.
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(d)
Figure 6. Misconceptions in physics: (a) Misconceptions in Mechanics; (b) Misconceptions in Waves
& Sound; (c) Misconceptions in Thermodynamics; (d) Misconceptions in Radiation and Light.
4. Discussion
In correlation with the findings of other researchers [4–6], the results of this systematic
review suggest the relevance of adopting inquiry-based didactic models in the broad
field of the natural sciences. Due to personal experiences, everyday observations and
preconceptions also play a key role in the emergence of conceptual errors [61,64,65]. It is
important to note that the causes do not only lie with the students, because teachers also
face challenges such as using inadequate teaching aids, textbooks that do not adequately
describe knowledge, and diverse teaching approaches. Therefore, it is appropriate to use
interactive learning media and methods that are designed on the basis of experiences that
start from the students’ misconceptions and generate cognitive conflicts, which in turn
cause conceptual changes [71]. All of these factors reveal the complexity of the educational
environment, and the need to address these issues from a holistic point of view.
Some of the causes and effects of misconceptions present in high school students in
disciplines belonging to the natural
sciences (astronomy, biology, physics, and chemistry)
ff
have been pointed out. We highlight that, despite the rigor of the studies, there is limited
evidence of exploration in the field of geology. This is consistent with the findings of other
researchers who have indicated that education in geology is limited in several countries,
and there is a lack of motivation for its study, despite the importance of raising awareness
among students about underground resources, geological risks, and energy sources, among
others [72].
The results obtained are consistent and common in the teaching–learning of sciences in
general [43–45]. This systematic review, which addressed studies from different disciplines,
also identified some effects of the persistence of conceptual errors in secondary
school
ff
students. The main effects are ff
limitations in the comprehension of concepts, prevalence of
the didactic model by transmission–reception
to the detriment of inquiry-based learning,
ff
scarce development of thinking skills and for problem-solving and project planning. These
findings explain the lack of understanding of basic concepts as a direct cause of the occur-
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rence of misconceptions. Other researchers also mention that the transmission–reception
model, characterized by the teacher’s verbal exposition and memorization of definitions
and formulas, among other aspects, does not favor the development of knowledge, but
rather generates erroneous conceptions [73–75].
It is significant that most of the articles reviewed and analyzed, which met the defined
inclusion and exclusion criteria, belong to the field of physics. This finding suggests
that the teaching–learning of physics may be more complex, and becomes a science that
generates a greater proportion of misconceptions among students. This complexity is
directed to the different phenomena involved in physics, which are not always intuitive, in
addition to the fact that the discipline itself demands a considerable level of abstraction
and appropriate logical-mathematical reasoning. Hence, we conclude by suggesting that
teachers should improve their pedagogical knowledge and integrate everyday examples,
in order to improve students’ conceptual understanding [76].
Similarly, several topics containing misconceptions in the field of physics were identified, which can be grouped into four main categories: thermodynamics, waves and
sound, mechanics, and radiation and light. Likewise, physics is intertwined with various
disciplines of natural sciences such as astronomy, biology, geology, and chemistry, highlighting the importance of an integrated and coherent understanding to apply concepts in
different contexts.
All of these factors have crucial implications for education, even more for the teaching–
learning of the natural sciences in secondary school. Hence, educators must pay greater
attention to students and their conceptions and be able to take conscious measures to
address them, since the persistence of misconceptions delays the full development of a
learner’s ability [77]. It is also taken into account that these students’ conceptions are
involved in the design and implementation of science education programs, in order to
guarantee meaningful learning and correct scientific literacy [78].
In the end, it was inferred that the number of citations by authors does not always
reflect the level of scientific production in a given period of time. In addition, a relationship
among various countries was identified that related to the study of misconceptions in
the natural sciences, specifically the relationships among the United States, Indonesia,
and Turkey.
As already determined [78], the findings suggest that the prevalence of conceptual
errors may be global in scope, as they manifest themselves in different countries and diverse
cultural contexts. This problem, which is manifested in the didactic process, is presented as an
obstacle that hinders the understanding and scientific reasoning of secondary school students.
5. Limitations and Future Lines of Research
Given the nature of a systematic review, it can be noted that in this study, the results
are limited to documents that met the established criteria and qualitative analysis, and did
not include direct field observations.
Therefore, there is an evident need to conduct more in-depth research on misconceptions in other disciplines, with the aim of exploring and proposing new strategies and tools
to diagnose and correct them.
Author Contributions: Conceptualization, F.G.-R. and A.B.-A.; methodology, F.G.-R., M.N.-T., A.B.-A.
and E.G.-D.; software, E.G.-D.; validation, F.G.-R., M.N.-T. and A.B.-A.; formal analysis, F.G.-R.,
A.B.-A. and E.G.-D.; investigation, F.G.-R., M.N.-T., A.B.-A., E.G.-D. and S.G.-B.; resources, M.N.-T.;
data curation, F.G.-R., A.B.-A. and E.G.-D.; writing—original draft preparation, F.G.-R. and E.G.-D.;
writing—review and editing, A.B.-A., M.N.-T. and S.G.-B.; visualization, F.G.-R.; supervision, F.G.-R.,
A.B.-A. and S.G.-B.; project administration, F.G.-R.; funding acquisition, M.N.-T. All authors have
read and agreed to the published version of the manuscript.
Funding: This research received no external funding.
Acknowledgments: We thank Universidad Técnica del Norte.
Conflicts of Interest: The authors declare that they have no conflicts of interest.
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