SUMMARY
It is widely accepted that learning-science-by-doing and/or facilitating meaningful experience is preferred over rote memorization in the science classrooms. To this end, this study shows that using the computer-based digital experimental tools in the biology laboratory can function as activities that can facilitate their learning to be more effective, and foster positive attitudes towards learning science and high level of self-efficacy in the subject area. The aim of this research is to determine the students' perception on their self-efficacy in teaching science, their attitudes towards the laboratory course, and their self-efficacy in using the computer-based digital experimental tools. The research was carried out with 28 students who were registered in the Department of Biology Education, at a major university in Turkey. The research employed one group pretest-posttest model experimental design. As a data collection tools, Teaching Self-Efficacy Scale developed by Tschannen-Moran & Hoy (2001), Laboratory Self Efficacy Scale developed by (2009) and Laboratory Attitude Scale developed by Ekici (2002) were used in this study. The analyses of the study were carried out using SPSS 20 program. The descriptive statistics, normality test, T-test and Wilcoxon signed rank test were used. The results of the research showed that the computer-based learning with digital experimental tools had a positive impact on the students' perception on their self-efficacy for teaching science and self-efficacy levels for using the computer-based digital technology.