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

Abstract

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’ 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’ 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’ 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.