Pre service teachers' engagement with stem-based hands-on activities in online chemistry laboratory courses

This paper examines the findings obtained in a chemistry laboratory course provided through online hands-on activities during the pandemic. Case study design, one of the qualitative research methods, was used. The data collection period was 8 weeks. The study was carried out with 16 third-year pre-service science teachers within the scope of a chemistry laboratory course. Participants formed eight groups. Each week, a group performed an experiment using materials they could acquire at home and created video demonstrations, explanations, and reports of these experiments. Expert evaluations, self-assessments, and peer-review forms were used in the analysis. The results were evaluated at the end of the 8(th) week and revealed that STEM-supported hands-on activities positively affected pre-service teachers' chemistry learning and provided an enjoyable learning environment. Moreover, it could be an efficient learning tool in distance education and can be used in the professional life of pre-service teachers.

Automated summary

This study used a case study design to examine the impact of online hands-on activities on chemistry learning. The results showed that STEM-supported hands-on activities had a positive effect on pre-service teachers' chemistry learning and created an enjoyable learning environment. It also demonstrated the potential of these activities as an efficient learning tool in distance education and the professional life of pre-service teachers.