Fen Bilgisi Öğretmen Adaylarının Temel Kimya Kavramları İle İlgili Bilgi ve Anlayışlarının Belirlenmesi
Year: 2026
Type: article
Study design: Observational Study
Abstract: The primary goal of contemporary science education is to cultivate individuals capable of critical thinking and scientific reasoning. Within this framework, conceptual understanding in chemistry extends beyond algorithmic problem solving. It requires the ability to explain, relate, and justify chemical concepts across different contexts. The present study aimed to examine the levels of conceptual understanding of fundamental chemistry concepts among second-, third-, and fourth-year pre-service science teachers and to determine whether these levels differ by grade level. The study was conducted using a quantitative, cross-sectional survey design. Data were collected from 83 pre-service science teachers enrolled at a public university through the Chemistry Concept Reasoning Test (CCRT). Descriptive statistics and non-parametric analyses were employed to analyze the data. The findings revealed that the overall mean score was 9.30 (SD= 2.73) out of a possible 38.5 points, corresponding to approximately 24% of the total score and indicating a low level of conceptual achievement. The Kruskal–Wallis H test showed no statistically significant difference among grade levels (H(2)=2.632, p= .268), and the effect size was negligible (η²ₕ = .008). These results suggest that exposure to chemistry coursework across grade levels does not automatically lead to meaningful improvements in reasoning-based conceptual understanding. The study highlights the need for concept-based, model-oriented instructional and assessment practices in teacher education programs.
Source: DergiPark (Istanbul University)
Institution: Sivas Cumhuriyet Üniversitesi
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7155577957