Unintended learning: How to maximize it for the benefit of students' learning.

In every learning process, students bring different prior knowledge that they had previously experienced. This may cause different learning outcome from what the teacher had originally planned--which, in this article, is called 'unintended learning'. Unintended learning is often linked to negative impacts to the students, such as misconception. However, from previous study analysis, it was found that there is no article nor research which comprehensively focus on unintended learning available so far. Several topics have been searched--by using related keywords--in academic search engines such as ERIC and Google Scholar, as well as in several academic journal publishing websites, from the last five years, but these resulted in no complete result. Therefore, for the purpose of this review, some academic articles which discuss the specific topic about unintended learning have been chosen and studied. About fifteen scientific articles from academic journals had been used, and it can be concluded that unintended learning has not only negative impacts, but also positive impacts. These includes, for example, students' establishment of knowledge, skill, and behaviour change towards science subject. Furthermore, unintended learning can be identified not only by its internal but also by its external factors, such as teachers. This shows how important it is for teachers to identify unintended learning that their students experience. By presenting this review, teachers and educators are hoped to pay more attention to unintended learning process so that they may optimize the learning outcome the students obtain from science learning processes. [ABSTRACT FROM AUTHOR]