Junior High School Pre-service Science Teachers’ Familiarity, Conceptual Understanding and Interest in Electrochemistry

Abstract

This study in Zambia examined 66 junior high school pre-service science teachers’ familiarity with, conceptual understanding of and levels of interest in learning more about electrochemistry concepts. Data were collected using the Familiarity with Electrochemistry Questionnaire, the Conceptual Understanding of Electrochemistry Test and the Interest in Electrochemistry Questionnaire. Statistical tests were used to analyse data. Pre-service teachers reported high levels of familiarity with the electrochemistry concepts surveyed. They were more familiar with basic than advanced electrochemistry concepts. On average, participants demonstrated moderate conceptual understanding of electrochemistry concepts. Although there was a significant difference between males’ and females’ familiarity with electrochemistry concepts, there was no significant difference between the two gender groups in their understanding of and interest in electrochemistry. There were no significant correlations between participants’ familiarity with, understanding of and interest in electrochemistry. Overall, pre-service science teachers’ self-reported high levels of familiarity with electrochemistry concepts was at variance with their actual conceptual understanding of the concepts. However, pre-service science teachers expressed high levels of interest in learning more about electrochemistry concepts they did not understand. In particular, pre-service teachers were interested in learning more about advanced electrochemistry concepts. The implications for teacher education and chemistry teaching and learning are discussed.