The Effectiveness and Sustainability of Tier Diagnostic Technologies for Misconception Detection in Science Education: A Systematic Review

Huangdong Ma, Hongbin Yang, Chen Li, Shiwen Ma and Gaofeng Li ()
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Huangdong Ma: School of Teacher Development, Shaanxi Normal University, Xi’an 710000, China
Hongbin Yang: Faculty of Education, Shaanxi Normal University, Xi’an 710000, China
Chen Li: College of Life Sciences, Ningxia University, Yinchuan 750000, China
Shiwen Ma: School of Teacher Development, Shaanxi Normal University, Xi’an 710000, China
Gaofeng Li: College of Life Sciences, Shaanxi Normal University, Xi’an 710000, China

Sustainability, 2025, vol. 17, issue 7, 1-28

Abstract: The rapid development of science and technology has made scientific literacy a key focus in education, with scientific concepts considered central to the development of citizens’ literacy. However, misconceptions hinder the improvement of students’ scientific literacy. Misconception tier diagnostic technologies (MTDTs) provide an effective means for assessing the depth of students’ understanding of concepts. This paper provides a systematic review of research on MTDTs from 1985 to 2024. Following PRISMA standards, a comprehensive literature search was conducted across multiple databases. The screening process is described in detail, and the selection steps are visually presented. A total of 28 studies were selected, analyzing the development history, effectiveness, and practical application of this technology across various scientific domains. The results show that MTDTs have undergone rigorous reliability and validity assessments, demonstrating high quality. Four-tier diagnostic technology is regarded as the most accurate method for identifying misconceptions. This technology is most widely applied in physics and biology, with relatively fewer applications in geography. Moreover, MTDTs are more commonly used in high school and higher education but are underused in primary education. With ongoing technological advancements, MTDTs are transitioning toward large-scale online applications. The study also reveals that misconceptions are prevalent among students across various educational stages and subjects. However, interventions targeting these misconceptions lack effective validation and systematic empirical research. Future research should focus on these findings to provide theoretical support and practical guidance for the sustainable development of education and student literacy.

Keywords: science education; misconceptions; sustainability; diagnostic technologies; systematic literature review (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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