Do First-Year Pre-service Science Teachers Correctly Understand the Concept of “Saturation”?

Ieyasu TAKIMOTO; Naoki KAMEDA

doi:10.11639/sjst.25098

July 30, 2026Journal of Research in Science EducationOpen Access

Do First-Year Pre-service Science Teachers Correctly Understand the Concept of “Saturation”?

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Key Points

The study aims to clarify how well first-year pre-service science teachers understand key concepts related to saturation and water vapor.
Conducted a survey with 39 first-year students in a national university's education department
Performed a descriptive analysis of five junior high school science textbooks
Examined the relationship between textbook descriptions and students' misconceptions
97% of students understood the maximum amount of water vapor that air can hold as described in textbooks.
Approximately 70% of students correctly identified both evaporation and condensation occurring in a closed container.
About 30% of students held misconceptions about saturation, viewing it as a static state and misinterpreting the absence of air in a vacuum.

Implication

This research investigates pre-service science teachers' understanding of saturation concepts, suggesting misconceptions linked to textbook definitions.

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Cite This Study

TAKIMOTO et al. (2026) studied this question.

synapsesocial.com/papers/6a6eea811b0468a7eeab2d6d https://doi.org/10.11639/sjst.25098

View Full Paper

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Do First-Year Pre-service Science Teachers Correctly Understand the Concept of “Saturation”?

Key Points

Implication

Abstract

Discussion

Cite This Study

Do First-Year Pre-service Science Teachers Correctly Understand the Concept of “Saturation”?

Key Points

Implication

Abstract

Discussion

Cite This Study

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