Abstract
The 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.
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