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Journals / Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi / 2026 / Cilt: 11 Sayı: 2

Video Laboratory Reports in Chemistry Education: Associations with Pre-Service Science Teachers’ Laboratory Engagement and Experiences

Kimya Eğitiminde Video Laboratuvar Raporları: Fen Bilimleri Öğretmen Adaylarının Laboratuvar Katılımı ve Deneyimleriyle İlişkisi

Elif Atabek-Yiğit(SAKARYA ÜNİVERSİTESİ)0000-0001-7792-2204
Ahmet Burak Şenöz(SAKARYA UNIVERSITY, FACULTY OF EDUCATION)0000-0002-4543-297X
Pages
195–222
Publication Date
2026-09-28
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Overall, the study suggests that video laboratory reports can be used as an alternative or complementary reporting format to support student engagement in chemistry laboratory courses.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study investigated how written and video laboratory reports are associated with pre-service science teachers’ engagement and experiences in a chemistry laboratory.
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Key Findings & Data:Designed as an embedded single-case study, the research was conducted with 45 pre-service science teachers enrolled in a Chemistry I laboratory course at a state university.
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Conclusion & Impact:Overall, the study suggests that video laboratory reports can be used as an alternative or complementary reporting format to support student engagement in chemistry laboratory courses.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:kimya eğitimi · kimya laboratuvarı · video laboratuvar raporları

Abstract

This study investigated how written and video laboratory reports are associated with pre-service science teachers’ engagement and experiences in a chemistry laboratory. Designed as an embedded single-case study, the research was conducted with 45 pre-service science teachers enrolled in a Chemistry I laboratory course at a state university. During the semester, the participants completed five experiments and prepared written reports for two experiments and video reports for three experiments. Data were collected through semi-structured interviews and Comparative Item Form (CIF) adapted from the Student Engagement in the General Chemistry Laboratory Survey. The comparative item responses showed that students associated video reports more strongly with several cognitive and behavioral engagement experiences. The emotional findings were mixed, as video reports were associated with both greater interest and stronger feelings of anxiety and concern. They stated that video reports supported repeated viewing, careful use of laboratory materials, correct application of laboratory techniques, and more active participation in the laboratory process. The students also described video reports as enjoyable and instructive, although some experienced anxiety and stress during video recording. Overall, the study suggests that video laboratory reports can be used as an alternative or complementary reporting format to support student engagement in chemistry laboratory courses.

Özet

Bu çalışma, yazılı ve video laboratuvar raporlarının fen bilgisi öğretmen adaylarının kimya laboratuvarındaki katılımları ve deneyimleri üzerindeki etkisini incelemiştir. Gömülü tekli durum çalışması olarak tasarlanan araştırma, bir devlet üniversitesinde Kimya I laboratuvar dersine kayıtlı 45 fen bilgisi öğretmen adayı ile yürütülmüştür. Dönem boyunca katılımcılar beş deney gerçekleştirmiş; iki deney için yazılı rapor, üç deney için ise video rapor hazırlamışlardır. Veriler, yarı yapılandırılmış görüşmeler ve Genel Kimya Laboratuvarında Öğrenci Katılımı Ölçeği aracılığıyla toplanmıştır. Karşılaştırmalı madde yanıtları, öğrencilerin video raporlarını çeşitli bilişsel ve davranışsal katılım deneyimleriyle daha güçlü bir şekilde ilişkilendirdiğini göstermiştir. Duygusal bulgular ise karışıktır; video raporları hem daha fazla ilgi hem de daha güçlü kaygı ve endişe duygularıyla ilişkilendirilmiştir. Öğrenciler video raporların tekrar izleme olanağı sunduğunu, laboratuvar malzemelerinin dikkatli kullanılmasını, laboratuvar tekniklerinin doğru uygulanmasını ve laboratuvar sürecine daha aktif katılımı desteklediğini ifade etmişlerdir. Ayrıca öğrenciler video raporları keyifli ve öğretici olarak nitelendirmiş ancak bazı öğrenciler video çekimi sırasında kaygı ve stres yaşadıklarını belirtmiştir. Genel olarak çalışma, video laboratuvar raporlarının kimya laboratuvarı derslerinde öğrenci katılımını desteklemek amacıyla alternatif ya da tamamlayıcı bir raporlama biçimi olarak kullanılabileceğini göstermektedir.

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Cite This Article

Atabek-Yiğit, E., Şenöz, A. B., *, E. A. (2026). Video Laboratory Reports in Chemistry Education: Associations with Pre-Service Science Teachers’ Laboratory Engagement and Experiences. Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi, Cilt: 11 Sayı: 2, 195–222. https://doi.org/10.37995/jotcsc.1946173

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