Abstract
This study aims to identify essential elements of self-evaluation through a historical review. We focus on concept formation awareness in science education. We undertook this study for two main reasons. The first was to raise students’ awareness and develop skills for concept formation. The second was the need for teachers to understand students’ awareness to improve the lessons. We reviewed the historical changes in self-evaluation and identified some issues. Furthermore we tried to identify a crux in order to reconstruct a practical way of applying self-evaluation in science education. The cruxes were the perspective on learning based on constructivism, the importance of awareness in concept formation, the significance and necessity of learning, and the relationship between teachers’ evaluation of the lessons and students’ self-evaluation.
