The effect of simulation supported laboratory applications designed for pre-service science science teachers

This thesis study aims to examine the effects of simulation-supported laboratory applications on pre-service science teachers' attitudes toward physics laboratories, information and communication technology competencies, and physics achievement. A quasi-experimental research method was employed in this study. The research group consisted of 53 pre-service teachers enrolled in the second year of the Science Teacher Education program at İnönü University Faculty of Education during the fall semester of the 2022-2023 academic year. The data collection instruments used in the study included a physics achievement test, a physics laboratory attitude scale and an communication technology competency scale. In the experimental group, simulation-based experiments were conducted following closed-ended laboratory experiments, whereas in the control group, only closed-ended experiments were performed. After the implementation, the data obtained from the instruments were analyzed using the SPSS 24.0 software. The results of the data analysis indicated that simulation-supported laboratory applications had a positive impact on students' achievement, attitudes, and ICT competencies, with statistically significant differences observed in each aspect. In this context, it is recommended that simulation applications be incorporated alongside traditional experimental techniques in physics laboratories.