Abstract
The purpose of this study is to investigate the self-efficacy levels of pre-service science teachers who participated in a workshop about physical laboratory implementations supported by digital simulations and also to determine their views on digital simulations. For this purpose, a 6-week workshop was designed based on a digital simulation program called Crocodile Physics. The participants in the research were 16 university students who were studying in the science education department of a public university. This study includes quantitative and qualitative data. The Science Learning Self-Efficacy (SLSE) scale was used to collect quantitative data. Qualitative data was collected with a structured interview form. According to analysis results for quantitative data, self-efficacy levels towards physics of pre-service teachers were significantly developed. Analysis results of qualitative data showed that pre-service science teachers mostly have a positive tendency to integrate digital simulations into educational environments.
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