Comparison of prospective chemistry teachers? achievement on algorithmic, conceptual and graphical questions

The purpose of this study was to determine whether there were significant differences in prospective chemistry teachers? performances amongst conceptual, algorithmic and graphical questions tests. One hundred prospective chemistry teachers from 9 Eylül University in 2010-2011 education years participated in this study. In order to assess performance of the prospective chemistry teachers in conceptual, algorithmic and graphical questions tests were utilized. Each test includes ten questions that were developed by using various question banks published in Turkey. All of the test items were multiple-choice. The conceptual, algorithmic and graphical questions were prepared both the same content and the same difficulties. The conceptual, algorithmic and graphical questions tests were used in topics of ?chemical reactions? and ?energy?, ?chemical kinetics?, ?chemical equilibrium?, ?solubility equilibrium? and ?acid-base equilibrium?.In this study, comparative research methodology was utilized. The prospective chemistry teachers? performances in each test were analyzed with one-way ANOVA and statistical analysis pointed to statistically significant differences among each of three test scores (p<0,05) in favor of conceptual test. Further analyses were utilized to compare one type of questions test with others. Moreover, the multiple comparisons suggest that while there was a statistically significant difference between conceptual questions test and graphical questions test (p<0,05), between algorithmic questions test and graphical questions test (p<0,05), no significant differences were seen between conceptual questions test and algorithmic questions test (p>0,05). Furthermore, the results indicated that most of prospective chemistry teachers lack of graphical understanding. The results suggest that the prospective chemistry teachers need more training with reference to graphical understanding.