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This qualitative study examined pre-service science teachers’ images and misconceptions about chemical equilibrium in depth. Data were collected from 20 university pre-service science teachers using worksheets and analyzed via content analysis. Results showed inadequate, scientifically incorrect mental images and multiple distinct misconceptions, highlighting the need for targeted instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pre-service-science-teachers-images-and-misconceptions-about-chemical-equilibrium/602950/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pre-service-science-teachers-images-and-misconceptions-about-chemical-equilibrium/602950.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main aim regarding chemical equilibrium?","Question",{"text":112,"@type":113},"To highlight pre-service science teachers’ images and misconceptions about chemical equilibrium together and in detail so misconceptions can be addressed with scientifically accurate understanding.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected and analyzed?",{"text":117,"@type":113},"Worksheets were used to have participants draw four scenarios across different reaction stages, then explain their drawings. Content analysis was applied to analyze the responses.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about teachers’ understanding?",{"text":121,"@type":113},"Pre-service teachers’ chemical equilibrium concept images were inadequate because their mental images were scientifically wrong, and they also held different common misconceptions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602950,1792165774,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Pre-Service Science Teachers’ Images and Misconceptions About Chemical Equilibrium*  \nGülseda EYCEYURT-TÜRK1  \nSivas Cumhuriyet University  \nÜmmüye Nur TÜZÜN2  \nMinistry of National Education  \nAbstract  \nDetermining pre-service teachers’ images and removing their misconceptions with scientifically true ones are very important so that these teachers could bring up students without misconceptions. In the current study, it was aimed to highlight pre-service science teachers’ images and misconceptions about chemical equilibrium together and in detail. For this purpose, qualitative research was employed. The research was conducted on 20 pre-service science teachers educating at a university in middle Anatolia region. Worksheets were utilized as data collecting tools. In worksheets there was a question about making pre-service teachers draw four different scenarios for a given chemical equilibrium reaction at different times; at the beginning of the reaction, before the chemical equilibrium, at the chemical equilibrium, after the chemical equilibrium, but at a common temperature and then making them explain their drawings. Data was analysed through content analysis. The results lightened that pre-service science teachers’ chemical equilibrium concept images were inadequate since their mental images about the concept were scientifically wrong. On the other hand, the preservice science teachers had different misconceptions. The most common misconceptions of preservice science teachers were as “Diatomic molecules form atoms and then these atoms form new chemicals (f:10).”, “There are only products or activated complexes in the tank during and/or afterwards of the chemical equilibrium (f:15).”,“Atoms could disappear and/or reappear (f:14).”, and“Products are formed at the chemical equilibrium (f:17) .”  \nKeywords: Chemical Equilibrium, Image, Misconception, Qualitative Research, Pre-Service Science Teachers  \nDOI: 10.29329/epasr.2021.383.12  \n1Assist. Prof., Education Faculty, Sivas Cumhuriyet University, Sivas, Turkey, [https://orcid.org/0000-0002-4757-3696](https://orcid.org/0000-0002-4757-3696)  \nCorrespondence: [g.eyceyurt@gmail.com](g.eyceyurt@gmail.com)  \n2 PhD, Ministry of National Education, Ankara, Turkey, [https://orcid.org/0000-0001-9114-0460](https://orcid.org/0000-0001-9114-0460), [u_tuzun@hotmail.com](u_tuzun@hotmail.com)[ ](u_tuzun@hotmail.com)*This study presented at International Conference on New Horizons in Education 2019, Prague, Czech Republic as oral presentation.  \nIntroduction  \nWhy some students are not able to learn chemistry. Some students try hard to learn chemistry but they are unsuccessful because of the difficulty of understanding the chemistry’s submicroscopic nature (Nakhleh, 1992) . The students have serious difficulties of understanding the submicroscopic nature of chemistry since the submicroscopic nature of chemistry could not be seen. Nevertheless, sometimes they could a bit understand the submicroscopic nature of chemistry, this would not mean they could construct the chemistry concepts properly in their mental schemes, in other words they could not imagine the concepts properly, because they could have misconceptions about the chemistry concepts due to the chemistry concepts’ invisibility, due to the chemistry concepts’ submicroscopic nature (Nakhleh, 1992). Today we as scientists still explain the submicroscopic nature of chemistry on the basis of matter’s beam-particle interactions outcomes or chemical separation pics’ retention times or current caused pics’ interpretations. So how the educators must teach these chemistry concepts for making students understand the chemistry concepts properly so to help them to construct proper mental images and schemes without misconceptions. One of the basic ways is to teach to the students by keeping the concepts definitions simple (Taber, 2002, p. 22) . Another way for constructing proper teaching environments which would not only make students understand a","cbCaif83eU1ZQLs3","https://ap.wps.com/l/cbCaif83eU1ZQLs3","pdf",297000,16,"English","# Abstract\n# Introduction\n## Submicroscopic nature and learning difficulties\n## Importance of candidate teachers and prior misconceptions\n## Mental images, mental schemas, and misconceptions","[{\"question\":\"What was the study’s main aim regarding chemical equilibrium?\",\"answer\":\"To highlight pre-service science teachers’ images and misconceptions about chemical equilibrium together and in detail so misconceptions can be addressed with scientifically accurate understanding.\"},{\"question\":\"How was data collected and analyzed?\",\"answer\":\"Worksheets were used to have participants draw four scenarios across different reaction stages, then explain their drawings. Content analysis was applied to analyze the responses.\"},{\"question\":\"What did the results show about teachers’ understanding?\",\"answer\":\"Pre-service teachers’ chemical equilibrium concept images were inadequate because their mental images were scientifically wrong, and they also held different common misconceptions.\"}]","Pre-Service Science Teachers’ Images and Misconceptions About Chemical Equilibrium | PDF",1792095484]