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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Journal of Chemical Education

ISSN

0021-9584

e-ISSN

1938-1328

Svazek periodika

102

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

13

Strana od-do

53-65

Kód UT WoS článku

001380420600001

EID výsledku v databázi Scopus

2-s2.0-85212537790