摘要：The purpose of this study was to investigate how pre-service chemistry teachers use macroscopic, symbolic, and microscopic levels and how they integrate teaching strategies at these three levels while instructing phase changes and dissolution. Also, their opinions on the importance of using these three levels in their instructions were examined. The participants were seven preservice chemistry teachers. Data were collected using open ended questions. Results indicated that pre-service chemistry teachers generally used demonstration, experimentation, and lecturing at macroscopic level. Although they believed that the use of the three levels promotes meaningful learning, they had some difficulties in integrating these levels with the contents during instruction.
