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Teachers play a great role in how students understand and learn the concepts taught in class. Studies show that teachers reflect their already-existing conceptual constructs and their problem-solving processes on students. This is also true of the misconceptions reflected in chemistry classes, especially when abstract concepts are being taught. The purpose of this study is to see the degree of understanding of chemistry teachers concerning the chemical reaction rate concept. A case study research method was used in the study whose sample consisted of 70 chemistry teachers from forty different cities in Turkey. The data were collected through a chemical reaction rate comprehension test comprising five open-ended questions. The results have indicated that teachers have some misconceptions concerning chemical reaction rate.