Mechanistic explanations in teacher education: Characterization of science teacher candidates' levels of mechanistic reasoning regarding fundamental chemistry concepts.

Abstract

A mechanistic explanation is central to scientific inquiry; however, learners often struggle to link macroscopic observations with submicroscopic interactions. This study investigated the mechanistic reasoning of 218 preservice science teachers (PSTs), enrolled in the second, third, or fourth year at a public university in eastern Türkiye, regarding boiling point elevation. Data were collected in a 60-minute session using a hypothetical scenario-based open-ended form requiring written explanations and visual representations, including drawings, particulate depictions, and causal arrows. Responses were analyzed through qualitative content analysis. The framework included explanatory components and reasoning levels. Most PSTs identified the target phenomenon, entities, and static properties, but struggled with submicroscopic activities, causal sequencing, and organization. Their reasoning remained mainly relational or simple causal, suggesting the need for tasks that foster multilevel mechanistic explanations.