Examining the chemical reasoning of pre-service science teachers using a multiple-choice test based on the essential questions-perspectives framework.

The purpose of this study is to examine the chemical reasoning levels of pre-service science teachers. For this purpose, an inventory developed by the researcher in accordance with the Essential Questions-Perspectives Framework (EQ-P) was used as a data collection tool. The inventory consists of thirty-six questions related to three fundamental question types and twelve chemical perspectives. A total of 265 pre-service science teachers from six universities in Turkey participated in the study. A survey model was used in the study. Findings showed that pre-service science teachers performed better on questions related to identification and description. Success was moderate for questions requiring explanation and prediction. Success was lowest for questions requiring transformation and synthesis. When evaluated according to perspectives, high success was observed on questions related to physical properties, structure, composition, and reaction properties. Success was moderate for questions related to particles, interactions, kinetics, and thermodynamics. Success was low for questions related to target molecules, starting materials, addition-removal and process control. The results indicated that the chemical reasoning levels of pre-service science teachers varied significantly depending on the fundamental question types and perspectives. The findings reveal that synthesis and design-oriented thinking should be supported more in chemistry teaching.