Abstract
This study aimed to identify the effectiveness of the methods, strategies, and teaching models used to correct the misconception in science in light of (field of study, study stage, and type of strategy). Utilizing the meta-analysis approach, the research instruments comprised a compilation of standards for research quality and a list of inclusion and exclusion criteria. The study population included 104 primary studies, whereas the sample was reduced to 35 studies.. The research findings shown the significance of efficacy of the treatments employed in correcting misconceptions across various educational stages. The results also revealed that the total effect size of the treatment in correcting misconceptions does not change due to the stage or study field, while it varies due to the treatment type in favor of the teaching method. The research recommended training science teachers on teaching methods, strategies and models to correct misconceptions in science. (Keywords: Meta Meta-Analysis, Effectiveness, Teaching Method, Instructional Strategy, Instructional Model, Misconceptions)
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