Determining Pre-Service Science Teachers’ Conceptual Understanding of Fundamental Chemistry Concepts

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.

Keywords

• Pre-service science teacher
• fundamental chemistry concepts
• conceptual understanding
• reasoning
• chemistry education

Fen Bilgisi Öğretmen Adaylarının Temel Kimya Kavramları İle İlgili Bilgi ve Anlayışlarının Belirlenmesi

Öz

Çağdaş fen eğitiminin temel amacı, eleştirel düşünebilen ve bilimsel akıl yürütme becerilerine sahip bireyler yetiştirmektir. Bu bağlamda kimyada kavramsal anlama, algoritmik problem çözmenin ötesine geçmektedir. Kavramsal anlama; kimyasal kavramların farklı bağlamlarda açıklanabilmesini, ilişkilendirilebilmesini ve gerekçelendirilebilmesini gerektirmektedir. Bu çalışmada, fen bilgisi öğretmenliği lisans programında öğrenim gören ikinci, üçüncü ve dördüncü sınıf öğretmen adaylarının temel kimya kavramlarına ilişkin kavramsal anlayış düzeylerinin incelenmesi ve bu düzeylerin sınıf düzeyine göre farklılaşıp farklılaşmadığının belirlenmesi amaçlanmıştır. Araştırma nicel, kesitsel tarama deseninde yürütülmüştür. Veriler, bir devlet üniversitesinde öğrenim gören 83 öğretmen adayından Kimya Kavramları Akıl Yürütme Testi (CCRT) aracılığıyla toplanmıştır. Verilerin analizinde betimsel istatistikler ve non-parametrik analizler kullanılmıştır. Bulgular, öğretmen adaylarının testten aldıkları ortalama puanın 38.5 üzerinden 9.30 (SS = 2.73) olduğunu ve bu değerin toplam puanın yaklaşık %24’üne karşılık geldiğini göstermiştir. Bu durum, kavramsal başarı düzeyinin düşük olduğunu ortaya koymaktadır. Kruskal–Wallis H testi sonuçları, sınıf düzeyleri arasında istatistiksel olarak anlamlı bir fark bulunmadığını göstermiştir (H(2)=2.632, p= .268). Etki büyüklüğü değeri ise ihmal edilebilir düzeydedir (η²ₕ = .008). Elde edilen sonuçlar, sınıf düzeyleri boyunca kimya derslerine maruz kalmanın akıl yürütmeye dayalı kavramsal anlayışta kendiliğinden ve anlamlı bir gelişime yol açmadığını göstermektedir. Çalışma, öğretmen yetiştirme programlarında kavram temelli, model odaklı ve akıl yürütmeye dayalı öğretim ve değerlendirme uygulamalarının gerekliliğine dikkat çekmektedir.

Anahtar Kelimeler

• kimya eğitimi.
• Fen bilgisi öğretmen adayı
• temel kimya kavramları
• kavramsal anlayış
• akıl yürütme

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