Development of self-directed learning readiness with experiential learning model in analytical chemistry laboratory

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Fatma Alkan
https://orcid.org/0000-0003-2784-875X

Abstract

This paper aims to analyse the effect of quantitative analysis practices in analytical chemistry laboratory designed according to the experiential learning model on the self-directed learning readiness of prospective teachers’. In the research, experiential learning model has four steps that are concrete experience, reflective observation, abstract conceptualisation and active participation. A single group, pre-test post-test experimental design was used. The study group consists of 14 prospective chemistry teachers’. The self-directed learning readiness scale and focus group interviews were used as a data collection tool. After the application increase, the level of self-directed learning readiness. Difference between pre-test and post-test scores of the study group was significant. When the sub-scales of the scale examined, there was a meaningful difference in the ‘willingness to learn and self-control’ sub- scales. In the focus group interviews, the prospective teachers’ emphasised that experiential learning provided an understanding of the purpose of quantitative applications of analytical chemistry.


Keywords: Self-directed learning readiness, experiential learning model, analytical chemistry laboratory.

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How to Cite
Alkan, F. (2019). Development of self-directed learning readiness with experiential learning model in analytical chemistry laboratory. New Trends and Issues Proceedings on Humanities and Social Sciences, 6(2), 09-16. https://doi.org/10.18844/prosoc.v6i2.4277
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