As students learn biology at different levels of education, their tenacious and inaccurate prior conceptions pose a challenge to conceptual change. Educators and researchers have developed a variety of interventions to address these misinterpretations and promote the achievement of current scientific understanding. Despite an ever-growing body of literature, no study has been conducted to date that examines the quality of interventions or their effectiveness in terms of conceptual change. We conducted a systematic review and meta-analysis of intervention studies conducted in the field of biology in order to gain insight into this phenomenon. According to the results, evolution and photosynthesis are the most common topics investigated. Overall, the results of the meta-analysis indicate that conceptual change interventions result in large effects on conceptual understanding of biological topics when compared with traditional teaching, with refutational text being the most effective single type of intervention. However, the most effective interventions dealt with more simplified phenomena, such as the cardiovascular system of the human body. It was found that the effect sizes were strongly influenced by the number of participants in the samples, as well as publication bias. A striking number of the studies reported only superficial learning outcomes, such as knowledge enrichment rather than knowledge restructuring. It is possible to use the results of this study to inform instructional choices and to carry out further research.

中文翻译：

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生物学概念变迁研究三十年——干预研究回顾与荟萃分析

当学生在不同教育层次学习生物学时，他们顽强且不准确的先前观念对概念转变提出了挑战。教育工作者和研究人员已经制定了各种干预措施来解决这些误解并促进当前科学理解的实现。尽管文献数量不断增加，但迄今为止还没有任何研究来检验干预措施的质量或其在概念转变方面的有效性。为了深入了解这一现象，我们对生物学领域进行的干预研究进行了系统回顾和荟萃分析。根据结果​​，进化和光合作用是最常见的研究主题。总体而言，荟萃分析的结果表明，与传统教学相比，概念改变干预对生物主题的概念理解产生了很大影响，其中反驳文本是最有效的单一干预类型。然而，最有效的干预措施涉及更简单的现象，例如人体的心血管系统。研究发现，效应大小很大程度上受到样本中参与者数量以及发表偏倚的影响。大量研究仅报告了肤浅的学习成果，例如知识丰富而不是知识重组。可以利用本研究的结果来指导教学选择并进行进一步的研究。