Measuring Pre-service Chemistry Teachers’ Graph and Table Interpretation Skills: When Performance Meets Confidence

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Measuring Pre-service Chemistry Teachers’ Graph and Table Interpretation Skills: When Performance Meets Confidence

Popis výsledku v původním jazyce

This study investigates pre-service chemistry teachers&apos; 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&apos;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&apos; data interpretation skills but revealed the need for additional qualitative methods-such as eye-tracking, think-aloud protocols, and interviews-to comprehensively understand students&apos; strategies and guide instructional improvements.

Název v anglickém jazyce

Measuring Pre-service Chemistry Teachers’ Graph and Table Interpretation Skills: When Performance Meets Confidence

Popis výsledku anglicky

This study investigates pre-service chemistry teachers&apos; 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&apos;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&apos; data interpretation skills but revealed the need for additional qualitative methods-such as eye-tracking, think-aloud protocols, and interviews-to comprehensively understand students&apos; strategies and guide instructional improvements.

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 Teacher International: Best Practices in Chemistry Education

ISSN

2569-3263

e-ISSN

2569-3263

Svazek periodika

7

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

22

Strana od-do

757-778

Kód UT WoS článku

001615627200001

EID výsledku v databázi Scopus

2-s2.0-105022411481