Preservice Chemistry Teachers' Conceptual Understanding and Confidence Judgment: Insights from a Three-Tier Chemistry Concept Inventory

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10490428" target="_blank" >RIV/00216208:11410/24:10490428 - isvavai.cz</a>

Result on the web

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=CGWj58z-FJ" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=CGWj58z-FJ</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1021/acs.jchemed.4c01146" target="_blank" >10.1021/acs.jchemed.4c01146</a>

Result language

angličtina

Original language name

Preservice Chemistry Teachers' Conceptual Understanding and Confidence Judgment: Insights from a Three-Tier Chemistry Concept Inventory

Original language description

This study investigated the conceptual understanding and confidence judgment of first year preservice chemistry teachers, focusing on chemical concepts related to water. Six selected items from the Chemistry Concept Inventory (CCI) were adapted into a three-tier version and administered to 45 first-year preservice chemistry teachers. The research assessed students&apos; understanding of phase transitions, molecular behavior, and intermolecular forces. The three-tier diagnostic tool incorporated confidence judgments to measure both content knowledge and the accuracy of students&apos; self-assessments. The results revealed misconceptions formed during secondary education, particularly regarding molecular motion, the size of water molecules during phase changes, and the role of intermolecular forces. Overconfidence in incorrect answers underscores the need for instructional methods that develop metacognitive skills and increase students&apos; awareness of their knowledge gaps. The findings suggest that chemistry teacher training programs should address these misconceptions early, using diagnostic tools to promote both content mastery and accurate confidence judgments. Future research should explore integrating metacognitive training with concept inventories to further improve the conceptual understanding and confidence judgment.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Journal of Chemical Education

ISSN

0021-9584

e-ISSN

1938-1328

Volume of the periodical

102

Issue of the periodical within the volume

1

Country of publishing house

US - UNITED STATES

Number of pages

13

Pages from-to

53-65

UT code for WoS article

001380420600001

EID of the result in the Scopus database

2-s2.0-85212537790