An analysis of pre-service chemistry teachers' progress when solving multicomponent tasks

The OECD sees problem-solving as a key aspect of education. Teachers' active role is crucial for these skills to be developed in their students. This contribution presents a pilot research focused on chemistry pre-service teachers' problem- solving skills. Students (N=38) were tested with the use of PISA and chemistry tasks. Based on the results, three students were selected for the qualitative study using eye- tracking (ET). The students were significantly more successful in scientific (PISA) tasks than in chemistry tasks. ET results showed the students' lack of problem-solving abilities, mainly regarding reading, using available information and understanding the assignment.