Abstract:

This study aims at examining the attitudes of the science teachers towards chemistry courses, who are obligated to teach chemistry courses in particular, and the use of technology in education. The study group of the research consists of 106 trainee teachers who study at the Science Education Program of Hacettepe University. Pretest/post-test research design with treatment/control groups is used in this study. The treatment and control groups are determined according to the purposeful sampling method. While instruction is done through simulation-supplemented chemistry laboratory applications in the treatment group, in the control group traditional verification laboratory approach is employed. Experiments are included in the General Chemistry III course on the topic of “Volumetric Titration” alongside slides and they are supplemented by instruction technologies such as videos, animations and simulations of the experiments. As a result of the research, it has been determined that technology-based instruction leads to an increase in the academic success on the topic of volumetric titration, and concomitantly, the development of positive attitudes among the students towards chemistry courses and technology. In this study, it is maintained that the visual presentation of the causes of incidents relating to the subject of “Volumetric Titration” to the students, supported by instructional technologies may help the instruction of other topics as well and that it may have a positive impact on the attitudes of the students on the course and technology.

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