Özet:

In this research, it was aimed to shed light on the prospective chemistry teachers' experiences in terms of teaching strategies at the end of the Laboratory Management course. The study was carried out according to the case study model with thirteen prospective chemistry teachers. The participants fulfilled a lesson plan twice during the course. In the first plan, they were free in their teaching strategy preferences. In the second plan, the researchers assigned them different teaching strategies, methods, models which were expository, discovery, problem solving, Predict-Observe-Explain (POE), and Science Writing Heuristic (SWH). At the end of the course, their opinions were revealed through an opinion form. In the first plans, the participants just preferred the 5E model, expository, and discovery strategies. After the second lesson plans their preferences evolved. Poe was the most preferred one due to its simplest feature. Contrarily expository teaching was the least preferred strategy with its unsuitable nature for laboratory. They perceived that most of them gained enough knowledge and experience after the course. At the end of the Laboratory Management course, it was concluded that the participants' knowledge of teaching strategies improved. Otherwise, pre-service teachers turn to less risky practices under the influence of their past experiences.

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