Abstract
This study investigates university students’ conceptual understanding and misconceptions about the kinetic molecular theory of gases (KMTG) in Kazakhstan. A sample of 223 students from two universities was assessed using the KMTG concept inventory. The sample consisted of 54.3% females and 45.7% males, with participants primarily in their first year of study (64.1%) and aged 17-18 (79.8%). The findings reveal significant misconceptions of molecular motion, gas pressure, entropy, and temperature changes in thermodynamic systems. For instance, 81.2% of students demonstrated incorrect conceptions about entropy, while 80.3% misunderstood temperature behavior during adiabatic processes. Statistically significant differences were observed in performance based on university affiliation and grade level, with Abai Kazakh National Pedagogical University students and first-year students outperforming second-year students. However, no significant gender-based differences were identified. This research points out the persistence of misconceptions in molecular and thermodynamic physics, indicating the need for localized and interactive instructional strategies. These findings contribute to the growing body of literature on physics education in Central Asia, providing recommendations for curriculum development and teacher training in the region.