Exploring Chemistry Content Knowledge of Pre-Service Science Teachers

Abstract

     The purpose of this descriptive study was to explore content knowledge in chemistry of pre-service science teachers. The Chemistry Concept Test (CCT) was developed to investigate chemistry concepts in the following areas; atomic mass and mass of 1 atom, conservation of atom, burning, chemical bonding, dissolution, and chemical equilibrium. The CCT was administered to twenty-nine university pre-service science teachers during professional experience training. The study revealed that pre-service science teachers held misconceptions of all concepts, especially in atomic mass and mass of 1 atom, burning, dissolution, and chemical equilibrium. The results showed that most pre-service science teachers depended on memorization of the concepts without meaningful understanding, used everyday language to explain changes of matter, and failed to explain the particulate nature of particle in microscopic level. Institutions responsible for preparing science teachers are recommended to strengthen the content knowledge of pre-service science teachers before professional experience training.