Comparative Analysis of Conceptual Change in Chemistry Education Across Regions

Thesis Abstract

This study addresses persistent regional disparities in students’ conceptual understanding of foundational chemistry topics and the mechanisms by which these disparities arise, focusing on how context, instruction, and assessment influence conceptual change. The aim is to compare trajectories of conceptual change in chemistry education across regions and to identify instructional and contextual factors associated with more effective shifts in student mental models. Specific objectives include (i) documenting pre- and post-instruction conceptions of key chemistry concepts (Atomic Theory, Bonding, and Chemical Equations) among secondary and early tertiary education cohorts; (ii) examining the role of instructional strategies, curriculum framing, and assessment practices on conceptual change; (iii) evaluating the moderating influence of teacher beliefs, classroom discourse, and socio-economic context; and (iv) proposing region-specific evidence-based recommendations to optimize instructional design. The research adopts a comparative cross-sectional design, triangulating quantitative and qualitative data to map conceptual trajectories across three regions representing distinct educational ecosystems. The population comprises chemistry students and teachers in upper secondary schools and first-year undergraduate programs, with a target sample of 2,400 students (about 800 per region) and 120 teachers (40 per region). Data collection instruments include validated concept inventories aligned with the Core Chemistry Concepts framework, semi-structured teacher interviews, classroom observation protocols, and curriculum artifact analyses. Pre- and post-instruction assessments will be administered to capture conceptual change, complemented by classroom discourse transcripts analyzed through the Toulmin model of argumentation and the Framework for Analysis of Classroom Talk. Instrument validity and reliability will be established through exploratory and confirmatory factor analyses, Cronbach’s alpha, inter-rater reliability for qualitative codings (Cohen’s kappa), and pilot testing in each region. Data analysis will employ mixed methods quantitative analyses will use repeated-measures ANOVA to compare pre-post gains across regions, multilevel modeling to account for nested data (students within classrooms within schools), and multiple regression to identify predictors of conceptual change. Qualitative analyses will apply thematic coding to interview and discourse data, followed by cross-regional synthesis to triangulate findings with quantitative results. A conceptual model integrating constructivist learning theory and the theory of conceptual change will guide interpretation, with attention to how epistemic frameworks, cognitive conflict, and scaffolding influence learning trajectories in diverse contexts. Anticipated findings include region-specific differences in magnitude and rate of conceptual change, with stronger gains in regions characterized by inquiry-based instruction, formative assessment, and high-quality teacher professional development. The study expects to reveal that social, linguistic, and curricular alignment factors interact with instructional quality to shape concept revision processes, and that disparate assessment practices may either magnify or mitigate misconceptions. The contribution to knowledge lies in providing a robust, empirically grounded cross-regional map of conceptual change in chemistry education and in identifying actionable instructional levers and policy-relevant indicators tailored to regional contexts. The findings will inform the design of culturally and contextually responsive curricula, teacher training programs, and assessment frameworks aimed at achieving more uniform conceptual understanding across regions. The study concludes with evidence-based recommendations for scaling effective instructional practices, enhancing teacher professional development, and aligning assessment strategies with conceptual change objectives, while highlighting areas for further longitudinal investigation to track sustained conceptual development beyond initial higher-education transition.