Analysis of Theses Related to the Conceptual Change Approach in Education: Between 2014-2024

Year 2025, Volume: 9 Issue: 21, 323 - 337, 21.10.2025

Caner Çabuk , Cengiz Özyürek

https://doi.org/10.31458/iejes.1737137

Abstract

This study systematically examines master's and doctoral theses produced within the framework of the conceptual change approach in education from 2014 to 2024. By analyzing these theses based on specific variables, the research aims to identify general trends, methodological characteristics, and academic orientations within the field. It is expected that the study will not only document the current literature but also provide a comprehensive contribution to the field by highlighting academic interest in the conceptual change approach, identifying research gaps, and suggesting directions for future studies. The study employed document analysis, a qualitative research method, with data obtained from 52 publicly accessible theses registered with the Higher Education Council Thesis Center. The data were analyzed using content analysis. The findings revealed a fluctuating distribution of theses over the years. The majority of the theses were conducted at the master’s level and were predominantly supervised by associate professors. Most of the studies were focused on the field of science. Additionally, quantitative research methods were most commonly preferred, with middle school students being the most frequently selected sample group. Tests were the most widely used data collection tool, and statistical analysis was the most frequently employed data analysis method.

Keywords

Conceptual change , conceptual change approach , conceptual change strategies , education

Ethical Statement

Due to the scope and method of the study, ethics committee permission was not required.

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