Year: 2026
Type: review
Study design: Systematic Review
Abstract: This systematic literature review analyzes 22 studies on mental models in chemistry education published between 2013 and 2022. Findings reveal a growing research interest, particularly since 2015, with a strong geographical concentration in Asia – most notably Indonesia – likely linked to the implementation of the 2013 curriculum (K-13) (Machali, 2014). The reviewed studies vary methodologically: More than half were basic investigations exploring the structure, composition, and misconceptions of mental models (Seel, 2014), while others implemented interventions using dynamic simulations (Akaygun, 2016a; Akaygun, 2016b) or evaluated diagnostic tools (Chiang and Chiu, 2015). Qualitative and mixed-method approaches dominate, especially semi-structured interviews (Döring and Bortz, 2016; Greca and Moreira, 1997). The studies primarily address fundamental chemistry concepts such as bonding, atomic structure, and acidbase reactions (Yildirir and Demirkol, 2018). Results indicate that dynamic visualizations, attention to the three representational levels (Albaiti et al., 2022; Murni et al., 2022), and motivational factors positively influence mental model development, while misconceptions impede it (Putri and Wiyarsi, 2022; Buckley, 2000). The review concludes that methodological diversity is essential for a comprehensive understanding. Future research should refine theoretical frameworks, evaluate innovative digital approaches, and further investigate mechanisms influencing mental model formation to enhance chemistry learning outcomes.
Source: Science education international
Authors: Rüdiger Tiemann, Anna-Lena Nitsche
Institution: Humboldt-Universität zu Berlin
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7147559354
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