The effect of technology-supported laboratory on preservice science teachers' misconceptions and self-efficacy beliefs: The case of force and motion

This study aims to examine the effect of a technology-supported laboratory on preservice science teachers' misconceptions about force and motion and their beliefs about their competence in teaching science with technology. It also aims to examine and describe preservice teachers' views on real and virtual experiments. A mixed-methods research design, specifically an explanatory sequential design, was employed in the study. The quantitative part of the research used a pretest-posttest control group experimental design, while the qualitative part used a case study design. The study was conducted at three universities in Central Anatolia. Two experimental groups and one control group participated in the quantitative part. In Experimental Group I, real experiments were conducted following theoretical lessons, followed by virtual experiments. In Experimental Group II, real experiments were performed after virtual experiments. In the Control Group, courses were conducted in accordance with the YÖK curriculum. In the qualitative part, the experiences of teacher candidates were examined in depth through semi-structured interviews and observation notes. As quantitative data-collection tools, a four-stage misconception test on force and motion and an efficacy scale for teaching science with technology were used. The SPSS program was used to analyze the quantitative data obtained, while the MAXQDA program was used to analyze the qualitative data. The findings revealed that technology-supported laboratory applications are effective in eliminating misconceptions and fostering a sense of competence. The use of virtual experiments after real ones is a practical approach to eliminating misconceptions among preservice science teachers and to developing their beliefs about teaching science with technology. Participants believe that using virtual experiments after real experiments reinforces learning, while using them beforehand provides benefits in terms of preparation and practice.