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

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.