Influence of Cognitive, Metacognitive, and Noncognitive Abilities on Preservice Science Teachers' Conceptual Understanding of Selected Topics in Chemistry

Abstract

This study examined the influence of cognitive, metacognitive, and noncognitive abilities on preservice science teachers’ conceptual understanding of chemistry. An explanatory sequential mixed-methods research design was employed. Quantitative data were collected from 234 first- to fourth-year Bachelor of Secondary Education (BSED) science students aged 18–25 using standardized and validated instruments, while qualitative data were gathered through a survey with chemistry teachers and focus group discussions involving 48 selected participants. Cognitive ability was measured in terms of fluid and crystallized intelligence; metacognitive ability included metacognitive knowledge and strategy; and noncognitive ability consisted of academic behavior, academic mindset, perseverance (grit), and social skills. Conceptual understanding was assessed across the macroscopic, particulate, and symbolic representational levels of chemical phenomena. Results showed that participants demonstrated average fluid intelligence but moderately below-average crystallized intelligence. Despite reporting advanced metacognitive ability and generally positive noncognitive traits, their overall conceptual understanding of chemistry remained low, particularly in the symbolic representation domain. Structural equation modeling revealed that cognitive ability significantly predicted conceptual understanding, whereas metacognitive and noncognitive abilities did not exhibit significant influence, whether acting independently, as mediators, or in interaction. Qualitative findings indicated that factors such as limited foundational knowledge, persistent misconceptions, mismatches between learning strategies and conceptual demands, reliance on surface-learning approaches, compliance-driven learning behaviors, and unproductive peer interactions constrained the effective use of metacognitive and noncognitive abilities in developing conceptual understanding. These findings suggest that cognitive ability plays a central role in supporting conceptual reasoning in chemistry, while metacognitive and noncognitive abilities function primarily as supportive conditions that may not fully compensate for gaps in conceptual knowledge and reasoning skills. The study highlights the importance of strengthening learners’ foundational knowledge and higher-order cognitive processes—such as reasoning, pattern recognition, analogical thinking, and problem solving—to improve conceptual understanding of chemistry.