ABSTRACT
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 8th 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.
Disclosure statement
No potential conflict of interest was reported by the authors.
Ethics approval
This study does not need any Ethics report.
Informed consent
We confirm that the manuscript has been read and approved by all named authors and
that there are no other persons who satisfied the criteria for authorship but are not listed. I
further confirm that the order of authors listed in the manuscript has been approved by all
of us.
We understand that the Corresponding Author is the sole contact for the Editorial process
and is responsible for communicating with the other authors about progress, submissions of
revisions and final approval of proofs.