Topic-Specific Pedagogical Content Knowledge-Based Instruction and Level of Conceptual Understanding of Chemical Kinetics and Equilibrium concepts on Grade 11 Students

The goal of this study was to assess students’ level conceptual understanding chemical kinetics and equilibrium using topic-specific pedagogical content knowledge (TSPCK)-based instruction in chemistry grade 11 students. research a mixed approach that involved 159 class students from Addis Ababa administrative city, Ethiopia, employed mixture qualitative quantitative methodologies. Purposive sampling used for the sample procedure four intact classes were selected as three intervention groups one control group: curricular saliency-based, representation-based, teaching strategy-based instruction, comparison groups. assessed reasoned questions, specifically two-tiered multiple-choice pretest, posttest. findings revealed higher than concepts. According pretest posttest, increased 27.08% 32.21% 15.91% 23.68% equilibrium. Overall, representation-based tactics boosted accomplishment This proposes should take into account horizontal relationship between mathematics concepts, which be taught technology-assisted strategies such three-fold mental representations.