期刊名称：International Online Journal of Education and Teaching
电子版ISSN：2148-225X
出版年度：2021
卷号：8
期号：3
页码：1729-1751
语种：German
出版社：Informascope
摘要：This study investigated preservice classroom teachers’ views of distance education science laboratory (lab) activities (DESLA). The study adopted a phenomenology design, which is a qualitative research method. The sample consisted of 34 students (25 females and nine males) from the department of classroom teaching of the education faculty of a public university. Participants were recruited using convenience sampling. Data were collected online (Google Forms) via Google Drive using a semi-structured interview form developed by the researcher based on a literature review and expert feedback. The data were analyzed using content analysis, a qualitative data analysis method. The results showed that participants had positive and negative opinions about DESLA. They had numerous academic, social, and professional experiences but also faced some challenges. They pointed out the pros and cons of DESLA. Most participants stated that they preferred face-to-face science lab activities to DESLA. The results also showed that DESLA improved participants’ attitudes towards science lab activities in general.
