Measuring Pre-service Chemistry Teachers’ Graph and Table Interpretation Skills: When Performance Meets Confidence
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10502486" target="_blank" >RIV/00216208:11410/25:10502486 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=p9v0RyBJS0" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=p9v0RyBJS0</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1515/cti-2025-0022" target="_blank" >10.1515/cti-2025-0022</a>
Alternative languages
Result language
angličtina
Original language name
Measuring Pre-service Chemistry Teachers’ Graph and Table Interpretation Skills: When Performance Meets Confidence
Original language description
This study investigates pre-service chemistry teachers' ability to interpret data in graphs and tables, justify their responses, and reflect on their performance using a multi-tier diagnostic Graphs and Tables Engagement (GATE) test. A mixed-methods approach involved 55 pre-service teachers from four Czech universities at the start of their studies. The instrument comprised nine tasks across four tiers: content questions, explanation justifications, and associated confidence judgments using a 100 mm visual analogue scale. It showed strong psychometric properties, including high reliability (Cronbach's alpha = 0.93), satisfactory discrimination indices, and appropriate item difficulty. Students demonstrated moderate data extraction skills (mean Content Score = 0.66) but struggled more with justifications (mean Explanation Score = 0.51), resulting in a Total Score of 0.48. Confidence judgments illuminated cognitive and metacognitive processes: students generally exhibited high confidence in simpler tasks involving direct data retrieval but displayed notable miscalibration in more complex inference-based tasks. Significant differences in confidence between successful and unsuccessful respondents underscored the value of confidence data in distinguishing understanding from guessing. The multi-tier test effectively assessed students' data interpretation skills but revealed the need for additional qualitative methods-such as eye-tracking, think-aloud protocols, and interviews-to comprehensively understand students' strategies and guide instructional improvements.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - 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]
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Chemistry Teacher International: Best Practices in Chemistry Education
ISSN
2569-3263
e-ISSN
2569-3263
Volume of the periodical
7
Issue of the periodical within the volume
4
Country of publishing house
DE - GERMANY
Number of pages
22
Pages from-to
757-778
UT code for WoS article
001615627200001
EID of the result in the Scopus database
2-s2.0-105022411481