Mapping the Mastery Level of Basic Thermodynamics Concepts among Chemistry Education Students

Thermodynamics is a fundamental yet conceptually challenging topic that chemistry education students must master, particularly as future science teachers. This study aimed to map students’ conceptual mastery across six core thermodynamic topics; gas systems and laws, kinetic theory of gases, state and state functions, systems and surroundings, thermodynamic processes, and the first law of thermodynamics, while identifying the most difficult areas and the misconceptions that arise. The study involved 125 students from the Chemistry Education Study Program who had completed the thermodynamics course. A 45-item multiple choice test was administered, and data were analyzed using descriptive statistics. Concept mastery was categorized into five levels (very high, high, medium, low, very low), and distractor analysis was used to uncover patterns of misconceptions.The results showed very high mastery in thermodynamic processes (93,92%), high mastery in gas systems and laws, kinetic theory of gases, state and state functions, and systems and surroundings (ranging from 79,80% to 84,80%), and moderate mastery in the first law of thermodynamics (72,93%). Common errors included confusion about sign conventions, energy flow, entropy, and the difference between state and process functions. The findings emphasize the importance of shifting from procedural to conceptual teaching strategies. Visual models, simulations, and diagnostic tools are recommended to address persistent misconceptions. This study contributes to improving thermodynamics instruction in chemistry teacher education and serves as a reference for further research on conceptual change in science learning.