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The aim of this study is to determine the effects of internet-assisted chemistry applications on prospective chemistry teachers cognitive structures. Students were requested to answer two open ended questions. Answers by each student were gathered and evaluated by flow map method. “Bonding and hybridization” subjects were taught to control group with traditional teaching method and to experimental group besides traditional method internet-assisted applications were conducted. The same openended questions were given to both groups and their cognitive structures were examined once more. The differences between control and experimental groups’ cognitive structures were examined

The Effects of Internet-Assisted Chemistry Applications on Prospective Chemistry Teachers’ Cognitive Structure