Pre-service primary teachers’ ımpressions towards chemistry experiments based on constructivist laboratory approach

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.