The aim of the current study is to identify the attitudes towards the laboratory course and self-efficacy beliefs in the laboratory use of prospective teachers who are attending Gazi University Gazi Education Faculty Primary Education Science Teaching program, and to investigate the relationship between the attitudes and self-efficacy beliefs.  This descriptive survey study was conducted with 440 prospective teachers in the 2014-2015 academic year, fall term. “Attitude Scale towards Laboratory Lesson” and “Laboratory Self-Efficacy Beliefs Scale” which were developed by Ekici (2009) were used as the data collection tools. Means, lowest and highest scores and standard deviations were employed for the data analysis. Furthermore, independent samples t-test and one way variance analysis (ANOVA) were applied to see whether prospective teachers’ attitudes and self-efficacy beliefs differ according to the gender and grade levels. Pearson product-moment correlations were computed to determine the correlation between attitudes and self-efficacy beliefs. SPSS 18.0 was used for the data analysis. Descriptive statistics findings showed that the prospective teachers’ attitudes towards laboratory course were positive and self-efficacy beliefs into laboratory use were at a good level. Research findings illustrated that gender had no significant effect on prospective teachers’ attitudes towards laboratory course and self-efficacy beliefs. No statistically significant difference was found between the scores of prospective teachers’ attitudes towards laboratory course and self-efficacy beliefs in terms of grade levels.

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