Making the Invisible Visible: A Systematic Review of Mental Models in Chemistry Education

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.