Evaluating of Pre-Service Science Teachers’ Understanding of General Chemistry Concepts by Using Two Tier Diagnostic Test

Abstract

This research aimed at evaluating pre-service science teachers’ understanding of the subject matters such as “thermochemistry, chemical kinetics, chemical equilibrium, acids and bases and electrochemistry”. For this purpose, a two-tier diagnostic test consisting of 44 items (α = 0.84) related to the aforementioned concepts was developed by the researchers. This test was applied on to the first, second, and third year pre-service science teachers in Hasan Ali Yucel Education Faculty, Istanbul University. The results showed that the pre-service science teachers had alternative conceptions about endothermic-exothermic reactions, conservation of energy, reaction enthalpy, calorimeters; rate of reaction, reaction rate constant, effects of some factors on reaction rate and reaction rate constant; effects of some factors on equilibrium, equilibrium dynamics, Le Chatelier Principle; equivalence point, end point, indicators, buffers, titrations, neutralization, strength and properties of acids and bases, pH; effects of concentrations on cell potential, metal electrodes, localization of anode and cathode, plating, galvanization. Key words: acids and bases, alternative conception, chemical equilibrium, chemical kinetic, electrochemistry, thermochemistry, two tier diagnostic test.

Misconceptions About Buffer Solutions

“…However, they did not comprehend the amount of acid or base added to buffer solutions to maintain the pH. This misconception was consistent with the findings of Mutlu & Şeşen (2016), Gani et al (2017), andKusumaningrum et al (2018). Others believed that buffer solutions were composed of a strong acid and a strong base combining to form a neutral solution.…”

“…From the preceding information, numerous misconceptions have been uncovered. Moreover, those associated with buffer solutions were disclosed in several journal articles: Large amounts of acids and bases did not alter the pH of buffer solutions (Mutlu & Şeşen, 2016;Gani et al, 2017;Kusumaningrum et al, 2018); Weak acids and their salts could form a buffer, not a conjugate base (Mutlu & eşen, 2016;Gani et al, 2017); According to the Arrhenius acidbase theory, NH3 was acid because it contained a hydrogen atom (H) and C2H5OH was base because it contained an OH group (Pikoli, 2020); HF and NaF solutions were expected to form a salt. It was a misconception because they were classified as buffer solutions (Septian et al, 2020); the mixture of NaOH and HCl was a mixture of buffer solutions (Ulfah et al, 2021).…”

“…Examples of misconceptions about how buffer solutions work include the following: if an acid/base was added to buffer solutions, the pH remained neutral (pH=7) (Mutlu & Şeşen, 2016;Gani et al, 2017); In buffer solutions, the element that remained was a strong base, so it was considered alkaline (Gani et al, 2017); The strength of buffer components would affect the strength of buffer solutions (Orgill & Sutherland, 2008).…”

“…This test can identify a large number of alternative concepts. Consequently, multiple studies have examined using a two-tier multiple-choice test in physics, chemistry, and mathematics instruction (Mutlu & Şeşen, 2016;Fadillah & Salirawati, 2018;Rahmawan et al, 2021). However, research on using a two-tier multiple-choice test to identify students' misconceptions about buffer solutions remains limited.…”

Learning to teach chemical bonding: a framework for preservice teacher educators

“…First, our search terms were specifically for the secondary education level and the topic chemical bonding, and the search engines searched in the title, abstract and keywords. Although articles on multiple educations levels (Coll and Treagust, 2003) and on general chemistry (Mutlu and Sesen, 2016) were found, we might have missed articles covering multiple education levels or chemistry topics, that could contain interesting information. Second, we limited our results by selecting only journal articles.…”