Abstract:
The purpose of this study is to investigate pre-service primary teachers’ impressions
towards chemistry experiments based on constructivist laboratory approach. This
study employed a case study research method. The participants of the study were 73
pre-service primary teachers (52 females and 21 males) in the Faculty of Education
at a State University. A two-section opinion survey was used to identify the
participants’ impressions towards laboratory activities. In addition, one of the
researchers observed the laboratory activities and took field notes. The survey data
were analyzed using content analysis. The participants’ explanations in the
evaluation section of the worksheets were categorized and then analyzed. Finally, the
findings derived from the unstructured field notes taken during activities were
reported directly. It is determined that the most frequent codes stated by students
about constructivist chemistry experiment applications were connecting with daily
life, being enjoyable, being interesting–curiosity-provoking, being memorable, active
student engagement, making observation and examination, collaboration and group
work, aiding conceptual understanding. Also, the findings from the evaluation
sections of the worksheets were in line with the teacher candidates’ statements that
laboratory activities supported their conceptual understanding. In a similar manner
to this study, future studies on other courses could employ qualitative methods to
gather in-depth information about the effect of novel applications.
