Capturing Preservice Chemistry Teachers’ Visual Representations of Redox Reactions through Storyboards

This study aimed to identify preservice chemistry teachers’ understanding of redox reactions at the submicroscopic level and how they make connections to macroscopic level. Twenty‐five preservice chemistry teachers first viewed a video of a redox reaction happening between a zinc wire and a copper(II) sulfate solution, then they reflected on their macroscopic observations, and generated storyboards (a sequence of drawings) representing this reaction at the submicroscopic level. Both the reflections and the storyboards were coded, and the categories reflecting the participants’ levels of understanding were determined. Results showed that the participants usually identified the macroscopic evidences, but they had conceptual difficulties in interpreting and representing evidences at the submicroscopic level. Few participants indicated a scientific or a moderate understanding of redox reactions, whereas the majority exhibited either weak or alternative understanding of redox reactions.