Seeing the Bigger Picture: Pilot Study on Graph and Table Interpretation of Pre-Service Chemistry Teachers

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10499825" target="_blank" >RIV/00216208:11410/25:10499825 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=1PUSee9RZK" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=1PUSee9RZK</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.2478/cdem-2025-0002" target="_blank" >10.2478/cdem-2025-0002</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Seeing the Bigger Picture: Pilot Study on Graph and Table Interpretation of Pre-Service Chemistry Teachers

Popis výsledku v původním jazyce

This study focused on pre-service chemistry teachers’ ability to interpret graphical and tabular data - a critical, yet underexplored component of scientific literacy in chemistry education. A newly developed multi-tier diagnostic test was piloted with 21 university students to assess their accuracy, reasoning, and confidence when engaging with visual representations embedded in chemistry learning materials. The results showed that students performed better on graph-based tasks than on those involving tabular data, particularly when higher-order reasoning was required. While confidence judgments generally aligned with performance, metacognitive accuracy decreased for more complex tasks. Psychometric analysis confirmed the test’s high internal consistency and acceptable item discrimination. Based on pilot data and student feedback, the instrument was revised into a four-tier format with enhanced item clarity and cognitive balance. The refined tool will be used in a follow-up study incorporating eye-tracking to further explore students’ interaction with visual data. This research thus contributes to improving diagnostic assessment and instruction in chemistry teacher education.

Název v anglickém jazyce

Seeing the Bigger Picture: Pilot Study on Graph and Table Interpretation of Pre-Service Chemistry Teachers

Popis výsledku anglicky

This study focused on pre-service chemistry teachers’ ability to interpret graphical and tabular data - a critical, yet underexplored component of scientific literacy in chemistry education. A newly developed multi-tier diagnostic test was piloted with 21 university students to assess their accuracy, reasoning, and confidence when engaging with visual representations embedded in chemistry learning materials. The results showed that students performed better on graph-based tasks than on those involving tabular data, particularly when higher-order reasoning was required. While confidence judgments generally aligned with performance, metacognitive accuracy decreased for more complex tasks. Psychometric analysis confirmed the test’s high internal consistency and acceptable item discrimination. Based on pilot data and student feedback, the instrument was revised into a four-tier format with enhanced item clarity and cognitive balance. The refined tool will be used in a follow-up study incorporating eye-tracking to further explore students’ interaction with visual data. This research thus contributes to improving diagnostic assessment and instruction in chemistry teacher education.

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

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

Chemistry, Didactics, Ecology, Metrology

ISSN

1640-9019

e-ISSN

2084-4506

Svazek periodika

30

Číslo periodika v rámci svazku

1-2

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

12

Strana od-do

99-110

Kód UT WoS článku

001525969800001

EID výsledku v databázi Scopus

2-s2.0-105010938384