Preservice teachers (PST) in Physical Sciences experience difficulties in learning gases and Kinetic Molecular Theory (KMT). They are also required to teach this topic at high school. Identifying their scientific conceptions and alternative conceptions will assist educators to seek ways of supporting future teachers to remediate their conceptions. Variation theory is explored as ways to seek the different ways in which PST come to collaborate and experience gases and KMT. Twenty-seven PST in nine groups drew their collaborative concept maps of gases and KMT using CmapTools©, an online software. Analysis of these concept maps via Variation theory concepts of awareness, discernment, simultaneity and patterns of variation showed that PST do have a superficial understanding of gases and KMT, often based on factual learning and algorithmic knowledge of formulae. The research findings imply that textbook writers and curriculum designers need to take cognizance of how gases and KMT are presented and sequenced in their materials and lessons. Also educators can further explore how variation theory, concept mapping and collaborative work can enhance their teaching strategies to improve their students’ learning.

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