Swedish students in grades 4 and 8 have maintained a consistent performance in natural science based on the TIMSS assessments conducted in 2019 and 2015. However, results from the Swedish School Inspectorate suggest a low level of interest among students in the subject of natural science. Students have expressed difficulty in understanding natural science subjects due to teachers frequently discussing abstract phenomena that are challenging to observe or visualize clearly. Despite memorizing information to meet subject objectives, pupils often lack a deeper comprehension of these scientific phenomena, resulting in a diminished interest in the subject.

This litterary overwiev aims to address the question: What factors and methods are conducive to enhancing middle school pupils' conceptual understanding in natural science subjects? Eight diverse studies focused on students' conceptual understanding, or lack thereof, in natural science were analyzed. The outcomes highlighted three themes with a positive impact on pupils' conceptual understanding: the nature of the subject matter, teacher-related factors, and aspects of instructional content such as teaching methods.

This study identifies methods and pedagogical choices that educators can utilize to improve pupils' conceptual understanding in a three step solution. Further discussion explores potential discrepancies between the new Swedish curriculum and such instructional approaches, questioning the coexistence of pupils' interest and knowledge in elementary science education.