Impact of virtual chemistry laboratory instruction on pre-service science teachers’ scientific process skills
1 Kırklareli University, Vocational School of Health Service, 39100, Kırklareli, Turkey
2 Istanbul University, Hasan Ali Yücel Education Faculty, Science Education Department, 34070, Istanbul, Turkey
a Corresponding author: firstname.lastname@example.org
This study aimed to investigate the impact of virtual chemistry laboratory instruction on pre-service science teachers’ scientific process skills. For this purpose, eight laboratory activities related to chemical kinetic, chemical equilibrium, thermochemistry, acids-bases, and electrochemistry were developed. Those activities were performed in virtual laboratory environment by the pre-service teachers in the experimental group and in the real laboratory environment by c the preservice teachers in the control group during eight weeks. Scientific process skills test developed by Burns, Okey and Wise , and translated into Turkish by Ateş and Bahar  was used before and after the instructions for data collection. According to results, while there was no significant difference between pre-test mean scores (U=133.500, p>0.05), significant difference between post-test mean scores was found in favour of experimental group (U=76.000, p<0.05). In addition, while no significant difference between pre-test mean scores for each sub-dimension was found, significant difference between post-test mean scores for designing investigation and formulating hypothesis skills was found in favour of experimental group.
Key words: acids-bases / chemical kinetic / chemical equilibrium / electrochemistry / scientific process skill / thermochemistry / virtual chemistry laboratory
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