Prospective physics-chemistry secondary teachers’ knowledge of the different levels of representation in chemistry

Abstract

Chemistry concepts are described at macroscopic, sub-microscopic and symbolic levels. This paper aims to evaluate the prospective  physics-chemistry secondary teachers’ (PPCTs) knowledge of the multiple levels of representation in chemistry. A quantitative study using  a cross-sectional test was conducted on forty-eight participants. Results show higher trainee achievement at the macroscopic level.  The order of acquisitions remained very similar for definitions and examples (Macro > Sub-Micro > Symbolic). Both chemistry  (6.67%) and physics (6.45%) license graduates have scored close percentages to define the symbolic level. PPCTs are suffering conceptual difficulties to give examples illustrating each level of representation in chemistry. The highest level of knowledge concretization is in  favour to chemistry license. Females perform three times more than males at the macroscopic level. PPCT performances increase with  post-license training.