Investigation of Preservice Elementary Teachers’ Conceptual Understanding of Integrated Science Concepts

Abstract

Science education prepares learners to engage meaningfully with an increasingly complex and technology-driven world. Integrated science, as a multidisciplinary approach, supports the development of scientific literacy and responsible citizenship and fosters an appreciation for scientific inquiry and promotes collaboration in problem-solving from the early stages of learning. This study employed a cross-sectional survey design to investigate the conceptual understanding of selected integrated science concepts among 255 preservice elementary teachers. A two-tier diagnostic test was used to evaluate knowledge of basic electronics, chemical equations, and infectious and non-infectious diseases. Data were analysed using descriptive statistics and independent samples t-tests. Findings revealed generally limited conceptual understanding among participants. No statistically significant difference was observed between the overall mean scores of male participants (M = 14.84, SD = 6.45) and female participants (M = 14.68, SD = 6.23), t(253) = 2.21, p = .825. However, in the area of chemical equations, female participants (M = 17.99, SD = 2.59) performed significantly better than males (M = 15.78, SD = 3.21), t(253) = 5.93, p = .001. No significant gender differences were found in understanding basic electronics or infectious diseases. Subsequently, the study highlights persistent conceptual gaps in the preparation of preservice science teachers and recommends targeted instructional interventions to strengthen their content knowledge. Implications for science teacher education and curriculum development are discussed.