Abstract:

In this study, the effects of experimental applications in the teaching of basic concepts in microbiology have been investigated. The study was conducted with 32 pre-service teachers. In the study, pre-service students’ understanding of the basic concepts of microbiology, and the effects of microbiology applications on their learning were investigated by a concept test with a pre-test post-test application. Before each experimental application, the pre-service teachers were asked to define the basic concepts in the pre-test concept test. Then, the experimental application was carried out and two weeks later, they were asked to define the same concepts once more. The answers to the concepts in the pre-test and post-test were evaluated with the aid of the qualitative data analysis program maxQDA. Constructive content analysis method was used in the analysis of the data and the pre-test and post-test scores of pre-service teachers was compared by using "Wilcoxon Marked Ranks Test", a nonparametric method. It was determined that laboratory applications were effective on pre-service teachers in obtaining accurate information about concepts they previously did not know and in correcting their misconceptions, if they had any.

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