TEACHING GRAVITY CONCEPTS IN PRIMARY SCIENCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW
Keywords:
Gravity Education, Primary Science Education, Conceptual Understanding, Digital Learning Media, Einsteinian Physics, Systematic Literature Review.Abstract
Gravity is a fundamental topic in primary science education, yet its abstract nature often leads to misconceptions and learning difficulties among young learners. This study aimed to synthesize recent research on instructional approaches for teaching gravity concepts in primary schools and to identify emerging trends and implications for science education. A systematic literature review was conducted following the PRISMA 2020 guidelines. An initial set of 200 articles was retrieved from Google Scholar using Publish or Perish (PoP). After removing duplicates and applying predefined inclusion and exclusion criteria, nine studies published between 2021 and 2026 were selected for analysis. The findings revealed four major themes: student-centered pedagogical approaches, digital and interactive learning media, experiential learning activities, and Einsteinian perspectives on gravity education. Approaches such as demonstrations, Project-Based Learning, and Problem-Based Learning were associated with improved student engagement and conceptual understanding. Digital tools, including YouTube, Liveworksheet, and Augmented Reality, enhanced visualization and motivation, while hands-on experiments supported experiential learning. Moreover, several studies demonstrated that simplified Einsteinian concepts could be meaningfully introduced at the primary level. These findings suggest that integrating active learning strategies, multiple representations, and modern scientific perspectives can enrich gravity instruction and foster deeper scientific understanding among primary students.
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