An analysis of preservice teachers' scientific attitude in analytical chemistry laboratory with experiential learning


Main Group Chemistry, vol.22, no.1, pp.13-29, 2023 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 22 Issue: 1
  • Publication Date: 2023
  • Doi Number: 10.3233/mgc-220055
  • Journal Name: Main Group Chemistry
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Scopus, Academic Search Premier, Aerospace Database, Chemical Abstracts Core, Communication Abstracts, Metadex, Civil Engineering Abstracts
  • Page Numbers: pp.13-29
  • Keywords: Scientific attitude, analytical chemistry laboratory, experiential learning, note to self-form, Preservice chemistry, teachers'
  • Hacettepe University Affiliated: Yes


The aim of this study is to examine in detail the effect of experiential learning in analytical chemistry laboratory on preservice teachers' scientific attitudes and to examine their views on the qualitative analysis in analytical chemistry laboratory. The study group consisted of 27 preservice chemistry teachers. The study was designed by mixed method. The scientific attitude scale and note to self-form were used as data collection tools. From the results, it was observed that the scientific attitudes of preservice chemistry teachers increased significantly. When the scores in the sub-dimensions of the scientific attitude scale are compared, it is noteworthy that there is a significant difference in the third dimension 'being a scientist or working in a job.' According to the note to self-form preservice teachers' notes were categorised as cognitive field note, sensory field note, and psychomotor field note.