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The meaningful knowledge creation about molecular geometry has always been the challenge of chemistry learning. In particular, microscopic world of chemistry science (example, atoms, molecules, structures) used in traditional two dimensional way of chemistry teaching can lead to such problem as students create misconceptions. In recent years, virtual reality (VR) technology has been widely proposed as an innovative technology that can provide highly realistic, immersive and interactive three dimensional environments for learning experiences. In this study, a desktop virtual reality technology for molecular geometry learning was created to be employed in chemistry education. The purpose of the study was to examine the acceptance and intentional use of VR technology by chemistry teacher candidates, and their opinions of psychological effects of VR on teaching and learning chemistry concepts. The results showed that perceived usefulness and perceived ease of use are positively related to the behavioural intention to use VR tool. Moreover, the findings revealed that chemistry teacher candidates showed positive beliefs about the features of VR technology in terms of facilitating understanding, allowing to learn fast, enhancing the motivation, and easing thinking schematically.       Key words: Chemistry teaching, virtual reality technology, molecular geometry, technology acceptance.

Chemistry teacher candidates acceptance and opinions about virtual reality technology for molecular geometry