Abstract
It has been shown that facial expression states of learners are related to their learning. As part of a continuing research project, the current study delved further for a more detailed description of the relation between facial microexpression state (FMES) changes and learning in conceptual conflict-based instructions. Based on the data gathered and analyzed through the lenses of two theoretical frameworks, it was revealed that not only is there a significant relationship between FMES changes and students' macro-submicroscopic understandings, FMES was also shown to be a viable reference for differentiating students who are more likely to undergo conceptual change or able to provide, at a minimum, a scientifically accurate description of the concept taught.
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