Self-directed Learning in Chemistry Laboratory via Simulations

Abstract

Self-directed learning is seen as a key competence for survival in the twenty-first century. Self-directed learning is not about learning; instead, it is a meta-theory about learning how to learn. During the pandemic process, many theoretical and applied courses were conducted via distance education. One of these courses is the general chemistry laboratory. While the laboratory course was conducted with distance education, simulation applications were used. For the general chemistry laboratory experiments, first of all, theoretical lectures were made over zoom. Afterwards, the students performed experiments using simulation. The aim of this research is to determine the effect of the general chemistry laboratory conducted with distance education and simulations on the chemistry laboratory self-efficacy. The research was designed in a quasi-experimental design model. The sample group of the research consists of 25 pre-service chemistry teachers studying at a state university. Data were collected with the chemistry laboratory self-efficacy scale. The data obtained from the chemistry laboratory self-efficacy scale were analyzed. As a result of the research, it was determined that the simulation-supported laboratory application had a significant effect on the psychomotor self-efficacy and cognitive self-efficacy of the pre-service teachers. According to the results of the research, pre-service teachers are worried and afraid that they will not be able to do the experiment in the laboratory, so simulations are effective in increasing psychomotor and cognitive self-efficacy as they are very useful for preparation for the experiment.