Investigating the relationships between pre-service science teachers' self- efficacy in laboratory and anxiety towards chemistry laboratory

Abstract

The purpose of this study is to explore the relationship between pre-service teachers' self-efficacy in laboratory and their anxiety towards chemistry laboratory. Relational screening model was used in the study. "Laboratory Self-Efficacy Scale (LSES)" developed by Ekici (2009) was modified to be used on pre-service science teachers and "Chemistry Laboratory Anxiety Scale (CLAS)" developed by Bowen (1999) and adapted to Turkish by Azizoglu&Uzuntiryaki (2006) were used as data collecting instruments. 363 Pre-service science teachers were sampling in the study. As a result, all relations between LSES and CLAS are found to be negative and meaningful. Within the scores of LSES, there is significant relationship in the gender and secondary school type, however there is no significant relationship in the frequency of laboratory usage in secondary and university education. In the CLAS scores, there are no significant results in gender, grade, the type of secondary school and the frequency of laboratory usage in secondary education, but there are significant results on the frequency of laboratory usage in university education. (C) 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.