FEN BİLGİSİ ÖĞRETMEN ADAYLARININ KİMYA LABORATUVAR ENDİŞELERİ ÜZERİNE ÖRNEK OLAY TEMELLİ LABORATUVAR UYGULAMALARININ ETKİLİLİĞİ
This study aimed to investigate the effects of case-based laboratory activities in order to reduce the anxiety of pre-service science teachers during chemistry laboratory courses. The participants of the study consisted of 63 first year Science Education students from Muğla Sıtkı Koçman University. Experimental and control groups were formed randomly from these participants. In the experimental group, the laboratory courses were carried out with case-based activities for six weeks. In the control group the courses were implemented in a traditional way within the same period of time. For data collection the Chemistry Laboratory Anxiety Scale and open-ended questions were administered. The scale was administered to both groups as pre and post-test. The open-ended questions were administered only to the experimental group. In the experimental group where case-based lab activities were used sub-dimensions of the scale such as using equipment and chemicals, working with other students, collecting data, and having adequate time were observed. It was found that pre-service science teachers in the experimental group developed positive views towards the use of case-based activities in their teaching practices.

Keywords
Chemistry Lab, Anxiety, Science Education, Case-Based Activities, Pre-Service Teachers