Abstract
The aim of this study was to investigate the relations between preservice teachers’ achievement in dissolution, learning approaches, motivation and scientific epistemological beliefs through CHAID analysis. The study was conducted with correlational research design, which is one of the quantitative research methods. For this purpose, a total of 618 preservice teachers participated in the study. The dissolution concept test, the revised two ‐factor study process questionnaire (R‐SPQ‐2F), chemistry motivation questionnaire and scientific epistemological beliefs survey were used as data collection tools. CHAID (Chi-squared Automatic Interaction Detection) analysis was used to analyze the data of the study. At the end of the study, a significant effect of preservice teachers’ scientific epistemological beliefs, career motivation and surface learning approaches on their achievement was determined. In addition, results of CHAID analysis showed that the scientific epistemological beliefs were the most important predictor of preservice teachers’ achievement in dissolution.
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