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dc.contributor.authorAlkan, Fatma
dc.contributor.authorKocak, Canan
dc.date.accessioned2019-12-16T09:06:06Z
dc.date.available2019-12-16T09:06:06Z
dc.date.issued2015
dc.identifier.issn1877-0428
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2015.01.566
dc.identifier.urihttp://hdl.handle.net/11655/19594
dc.description.abstractThe aim of this research is to determine the effect of chemistry laboratory applications supported with simulations on the chemistry achievements, chemical laboratory anxiety and attitudes towards the use of technology of pre-service teachers. The sampling of the research consisted of 31 teacher candidates enrolled at Hacettepe University Faculty of Education. In the research, chemistry achievement test, chemistry laboratory anxiety scale and attitude scale regarding the use of technology in education were used as data collection tools. As a result of the research, it was found that the laboratory practices supported with simulations were more effective than the traditional verification laboratory approach in improving the pre-service teachers in chemistry achievement and attitudes towards education technology as well as decreasing the level of their anxieties about the chemistry laboratory. Crown Copyright (C) 2015 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
dc.language.isoen
dc.publisherElsevier Science Bv
dc.relation.isversionof10.1016/j.sbspro.2015.01.566
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectEducation & Educational Research
dc.subjectSocial Sciences - Other Topics
dc.titleChemistry Laboratory Applications Supported With Simulation
dc.typeinfo:eu-repo/semantics/conferenceObject
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.relation.journalInternational Educational Technology Conference, Ietc 2014
dc.contributor.departmentKimya
dc.identifier.volume176
dc.identifier.startpage970
dc.identifier.endpage976
dc.description.indexWoS


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