Abstract
Laboratories are an indispensable part of the fundamental sciences. Laboratories are important learning environments that enable students to relate events to daily life as well as being places where theoretical knowledge is implemented. The present study investigated the knowledge and usage level of preservice biology teachers regarding lab equipment and materials. The study utilized a descriptive survey. A total of 61 preservice biology teachers from the Biology Education Department of a public university in Turkey constituted the participants. Lab Equipment and Materials Recognition Form that is developed by the researcher of the present study was used to collect data. In the design of this form, the 9–12 grade biology curriculum was first analyzed, and a list of frequently-used equipment and materials of biology laboratories was created in line with the opinions of field experts. The form included 40 laboratories equipment and materials and questions regarding the recognition of these items, their functions, and their application processes. The preservice teachers’ answers to these questions were graded as: zero points for each incorrect answer, one point for each partially correct answer, and two points for each correct answer. The data obtained were analyzed using cluster analysis, descriptive analysis, one-way analysis of variance, and independent samples T-test in SPSS27 software, and the Polycoric correlation coefficient in Factor Analysis software. The results revealed that the preservice teachers mainly recognize the biology laboratories equipment and materials but generally lack information regarding the application process of laboratories equipment and materials.
Highlights
The 21st century contemporary educational systems prioritize individuals’ ability to use knowledge learned in solving new problems [1], [2]
The results revealed that the preservice teachers mainly recognize the biology laboratories equipment and materials but generally lack information regarding the application process of laboratories equipment and materials
The study results showed that the preservice teachers avoided the use of laboratories, which might stem from the fact that they could not get sufficient applied training regarding the use of laboratories during their preservice education and these deficiencies should be compensated with in-service training [53], [54] in their study to monitor the science and technology lesson teachers' views on laboratory conditions and use and technological innovations, stated that 53.1% of the participants stated that an in-service training program was needed for the use of laboratory equipment and materials
Summary
The 21st century contemporary educational systems prioritize individuals’ ability to use knowledge learned in solving new problems [1], [2]. There is, a need for methods and techniques in science education that embody science topics, help to teach them through experiences and realize permanent learning, and provide the active use of all cognitive, affective, and psychomotor skills [4], [5]. Laboratories are the learning environments that enable students to relate events to daily life as well as being places where theoretical knowledge is implemented [6], [7] and considered important and indispensable learning environments of science education [8]-[10]. Laboratories do contribute to students’ knowledge of science and develop their skills of scientific researching, discussion, and scientific thinking and behavior [14]-[16]
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