| Summary: | Through this research, it was aimed to investigate
how pre-service science teachers’ use their knowledge about the concept of gas pressure in explaining some examples from everyday life. The research was carried out with 33
freshmen pre-service science teachers. The data in the research were collected through five formative assessment probes. The students were asked to work in small groups to complete the questions. Groups’ discussions were recorded.
Groups’ written responses were classified in five different categories: sound understanding, partial understanding, specific misconception, no understanding, and no response. Data under these categories were given as percentages in a table. The sum of students’ responses in sound understanding and partial understanding are in the range of 37.5% and 62.5%. Results revealed that students had difficulty in understanding the gases concepts and associating these concepts with everyday life events. Moreover, many misconceptions and misuse of the ideal gas equation were determined in the students’ explanations.
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