Educational Policy Analysis and Strategic Research
ISSN (Print): 1949-4270 - ISSN (Online): 1949-4289

Research article    |    Open Access
Educational Policy Analysis and Strategic Research 2023, Vol. 18(1) 77-97

Evaluation of the Training to Make Preservice Science Teachers Use Web 2.0 Tools during Teaching

Ayberk Erdogan & Nagihan Yıldırım

pp. 77 - 97   |  DOI: https://doi.org/10.29329/epasr.2023.525.4

Publish Date: March 08, 2023  |   Single/Total View: 595/893   |   Single/Total Download: 1.180/1.207

PDF Download

Abstract

This study examines the effect of a training program on pre-service teachers' ability to design materials using Web 2.0 tools by applying training to pre-service science teachers to use Web 2.0 tools. In the research, a holistic single case study method was used. Semi-structured interviews, 'Teachers' Digital Teaching Material Development Self-Efficacy Scale' and document analysis were used as data collection tools. The sample of the research consists of 16 pre-service science teachers studying in the Science teaching program of the Faculty of Education of Recep Tayyip Erdogan University in the fall semester of the academic year 2021-2022. The 'Teachers' Digital Teaching Material Development Self-Efficacy Scale' was applied to the pre-service teachers twice as a pre- and post-test. The training for the teaching of Web 2.0 tools was completed during a total of 25 40-minute lessons outside of the participants' class hours and in three weeks. At the end of the study, improved teaching Web 2.0 tools for education, pre-service teachers teaching material that has a positive impact on developing digital competencies, to increase their awareness of Web 2.0 tools for use in the learning process, it provides enough about to be able to use Web 2.0 tools to start to see and realize the importance of the concept of Web 2.0 tools in teaching that the use is concluded. In accordance with these results, in order to use the Web 2.0 tools for research, pre-service teachers, elective courses in undergraduate programs, etc. the proposals have been terminated.

Keywords: Preservice science teachers, science education, Web 2.0 tools

How to Cite this Article?

APA 7th edition
Erdogan, A., & Yildirim, N. (2023). Evaluation of the Training to Make Preservice Science Teachers Use Web 2.0 Tools during Teaching. Educational Policy Analysis and Strategic Research, 18(1), 77-97. https://doi.org/10.29329/epasr.2023.525.4

Harvard
Erdogan, A. and Yildirim, N. (2023). Evaluation of the Training to Make Preservice Science Teachers Use Web 2.0 Tools during Teaching. Educational Policy Analysis and Strategic Research, 18(1), pp. 77-97.

Chicago 16th edition
Erdogan, Ayberk and Nagihan Yildirim (2023). "Evaluation of the Training to Make Preservice Science Teachers Use Web 2.0 Tools during Teaching". Educational Policy Analysis and Strategic Research 18 (1):77-97. https://doi.org/10.29329/epasr.2023.525.4

References
  1. Akgün, A., Özden, M., Cinici, A., Aslan, A., & Berber, S. (2014). Teknoloji destekli oğretimin bilimsel süreç becerilerine ve akademik başarıya etkisinin incelenmesi [An investigation of the effect of technology based education on scientific process skills and academic achievement]. Electronic Journal of Social Sciences, 13(48), 27–46. https://doi.org/10.17755/esosder.97729 [Google Scholar] [Crossref] 
  2. Akpınar, E., & Ergin, Ö. (2005). Yapılandırmacı kuramda fen öğretmeninin rolü [The role of science teacher in constructivist theory]. İlköğretim Online, 4(2), 55-64. [Google Scholar]
  3. Baig, M. A. (2011). A critical study of effectiveness of online learning on students’ achievements. İ-Manager’s. Journal of Educational Technology, 7(4), 28-34. [Google Scholar]
  4. Bakırcı, H., Çepni, S., & Ayvacı, H. Ş. (2015). Ortak bilgi yapılandırma modeli hakkında fen bilimleri öğretmenlerinin görüşleri [Science teachers’ opinions about common knowledge construction model]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 97-127. [Google Scholar]
  5. Bakioğlu, B., & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenlerinin uzaktan eğitime ilişkin görüşleri [Science Teachers' Views on Distance Education in the COVID-19 Pandemic Process]. Electronic Turkish Studies, 15(4). http://dx.doi.org/10.7827/TurkishStudies.43502 [Google Scholar]
  6. Batıbay, E. F. (2019). Web 2.0 uygulamalarının Türkçe dersinde motivasyona ve başarıya etkisi: Kahoot örneği [The impact of web 2.0 applications on motivation and success in turkish course: The example of kahoot]. [Unpublished master thesis]. Hacettepe University, Institute of Education Sciences, Ankara. [Google Scholar]
  7. Bayrak Karadeniz, B., & Bayram, H. (2012). Web ortamında probleme dayalı oğrenme yonteminin farklı öğrenme stiline sahip öğrencilerin akademik başarılarına etkisi [The effect of problem-based learning in a web environment on the academic achievement of students with different learning styles]. Mustafa Kemal University Journal of Graduate School of Social Sciences, 9(18), 479–497. [Google Scholar]
  8. Buluş Kırıkkaya, E., Dağ, F., Durdu, L., & Gerdan, S. (2016). 8. sınıf doğal surecler unitesi icin hazırlanan BDO yazılımı ve akademik başarıya etkisi [CAI software for 8th grade natural processes unit and its effect on academic success]. Elementary Education Online, 15(1), 234–250. https://doi.org/10.17051/io.2016.11845 [Google Scholar] [Crossref] 
  9. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2020). Bilimsel araştırma yöntemleri (28. b.). Ankara: Pegem Yayınları. [Google Scholar]
  10. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa [Google Scholar] [Crossref] 
  11. Can, B., & Usta, E. (2021). Web 2.0 destekli kavramsal karikatürün başarı ve tutuma etkisi [The effect of web 2.0 supported conceptual cartoon on success and attitude]. Türk Akademik Yayınlar Dergisi (TAY Journal), 5 (1), 51-69. [Google Scholar]
  12. Can, Ş. (2008). Fen eğitiminde web tabanlı öğretim [Web based instruction in science teaching] [Unpublished master thesis]. Celal Bayar University, Institute of Natural Sciences, Manisa. [Google Scholar]
  13. Çakın, M., & Külekçi Akyavuz, E. (2020). Covid-19 süreci ve eğitime yansıması: öğretmen görüşlerinin incelenmesi [The Covid-19 process and its reflection on education: An analysis on teachers’ opinions]. International Journal of Social Sciences and Education Research, 6(2), 165-186. https://doi.org/10.24289/ijsser.747901 [Google Scholar] [Crossref] 
  14. Çetin, O., & Günay, Y. (2010). Fen eğitiminde web tabanlı öğretimin öğrencilerin akademik başarılarına ve tutumlarına etkisi [The effect of web-based teaching on students’ academic achievement and attitudes in science education]. Çukurova University Faculty of Education Journal, 38(3), 19- 34. [Google Scholar]
  15. Demirkan, O. (2019). Pre-service teachers' views about digital teaching materials. Educational Policy Analysis and Strategic Research, 14(1), 40-60. doi: 10.29329/epasr.2019.186.3 [Google Scholar] [Crossref] 
  16. Düşkün, İ., & Ünal, İ. (2015). Modelle öğretim yönteminin fen eğitimindeki yeri ve önemi [Place and ımportance of model-based teaching method in science education]. Mehmet Akif Ersoy Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 4(6), 1-18. [Google Scholar]
  17. Ercan, O., Bilen, K., & Bulut, A. (2013). The effect of web-based instruction with educational animation content at sensory organs subject on students’ academic achievement and attitudes. Procedia: Social and Behavioral Sciences, 116, 2430–2436. https://doi.org/10.1016/j.sbspro.2014.01.587 [Google Scholar] [Crossref] 
  18. Güngören Canan, O. (2019). The effects of adaptive educational web environment on students’ academic achievement and motivation. Kastamonu Education Journal, 27(3), 1311–1326. https://doi.org/10.24106/kefdergi.3079 [Google Scholar] [Crossref] 
  19. Gül, G. (2004). Birey toplum eğitim ve öğretmen. HAYEF (Hasan Ali Yücel Eğitim Fakültesi Dergisi): Journal of Education, 1(1) 223-236. [Google Scholar]
  20. Gültekin, M. (2020). Değişen toplumda eğitim ve öğretmen nitelikleri [Education and qualities of teachers in the changing society]. Anadolu Journal of Educational Sciences International, 10(1), 654-700. https://doi.org/10.18039/ajesi.682130 [Google Scholar] [Crossref] 
  21. Hançer, A. H., Şensoy, Ö., & Yıldırım, H. İ. (2003). İlköğretimde çağdaş fen bilgisi öğretiminin önemi ve nasıl olması gerektiği üzerine bir değerlendirme [An evaluation about the importance of contemporary scıence education at elementary schools and how thıs kınd of science teachıng must be]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13(13), 80-88. [Google Scholar]
  22. Hursen, C. (2020). The effect of problem-based learning method supported by web 2.0 tools on academic achievement and critical thinking skills in teacher education. Tech Know Learn. https://doi.org/10.1007/s10758-020-09458-2 [Google Scholar] [Crossref] 
  23. Isaias, P., Miranda, P., & Pifano, S. (2020). Framework for Web 2.0 implementation in higher education: Experts’ validation. Higher Education Quarterly, hequ.12295. Advance online publication. https://doi.org/10.1111/hequ.12295 [Google Scholar] [Crossref] 
  24. Karagöz, F., & Korkmaz, S. D. (2015). Fen ve teknoloji dersinde web destekli öğretim yönteminin 7. Sınıf öğrencilerinin akademik başarılarına ve öğrendikleri bilgilerin kalıcılığına etkisi [The effect of web-based teaching method on 7th Grade student achievement and retention of knowledge in a science and technology lesson]. International Periodical for the Languages, Literature and History of Turkish, 10(11), 927–948. [Google Scholar]
  25. Korkmaz, Ö. , Arıkaya, C., & Altıntaş, Y. (2019). Öğretmenlerin dijital öğretim materyali geliştirme öz-yeterlik ölçeğinin geliştirilmesi çalışması [Developing the self-efficacy scale of teachers' digital teaching material development]. Turkish Journal of Primary Education , 4 (2) , 40-56. [Google Scholar]
  26. Küçük, M. (2006). Bilimin doğasını ilköğretim 7. sınıf öğrencilerine öğretmeye yönelik bir çalışma[A study toward teaching the nature of science for seventh grade primary students). [Doctoral thesis], Karadeniz Teknik University. Institute of Natural Sciences, Trabzon. [Google Scholar]
  27. Küçük, M., & Küçük, A., (2020). Fen Bilimleriyle İlgili Temel Kavramlar ve Paradigmalar. Ayvacı, H. Ş. (Ed.), İlkokulda Temel Fen Bilimleri, içinde (s. 18-42). Ankara: Pegem Akademi. [Google Scholar]
  28. MEB, (2018). Fen Bilimleri Dersi Öğretim Programı (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8.sınıflar), Milli Eğitim Bakanlığı Yayınları, Ankara. [Google Scholar]
  29. Mertoğlu, H., & Öztuna, A. (2004). Bireylerin teknoloji kullanımı problem çözme yetenekleri ile ilişkili midir?. TOJET: The Turkish Online Journal of Educational Technology, 3(1), 83-92. [Google Scholar]
  30. Onbaşılı, Ü.İ. (2020). The effects of science teaching practice supported with web 2.0 tools on prospective elementary school teachers’ self-efficacy beliefs. International Journal of Progressive Education,16(2), 91-110. https://doi.org/10.29329/ijpe.2020.241.7 [Google Scholar] [Crossref] 
  31. Özmen, H. (2004). Fen öğretiminde öğrenme teorileri ve teknoloji destekli yapılandırmacı (constructivist) öğrenme. The Turkish Online Journal of Educational Technology, 3(1), 100-111. [Google Scholar]
  32. Özmen, H. & Karamustafoğlu, O. (2019). Eğitimde Araştırma Yöntemleri. Ankara: Pegem Akademi Yayıncılık. [Google Scholar]
  33. Özpınar, İ. (2020). Preservice teachers’ use of web 2.0 tools and perspectives on their use in real classroom environments. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 11 (3), 814-841. https://doi.org/10.16949/turkbilmat.736600 [Google Scholar] [Crossref] 
  34. Pürbudak, A. (2020). Web 2.0 temelli işbirlikli grup etkinliklerinin öğrenme stilleri bağlamında deneysel olarak incelenmesi [Experimental investigation of web 2.0 based cooperated group activities in the context of learning styles]. [Unpublished master thesis]. Necmettin Erbakan University, Institute of Education Sciences, Konya. [Google Scholar]
  35. Sarıtepeci, M., Durak, H., & Seferoğlu, S. S. (2016). Öğretmenlerin öğretim teknolojileri alanında hizmet-içi eğitim gereksinimlerinin fatih projesi kapsamında incelenmesi. Turkish Journal of Computer and Mathematics Education, 7(3), 601-620 https://doi.org/10.16949/turkbilmat.277873 [Google Scholar] [Crossref] 
  36. Sertkaya Dinler, S., & Dündar,H. (2019). Problems Experienced by Primary Teachers During Pandemia. Internatıonal Journal of Field Educatıon, 7 (2), 112-133. [Google Scholar]
  37. Sığrı, Ü. (2018). Nitel Araştırma Yöntemleri, İstanbul: Beta Yayınları. [Google Scholar]
  38. Şen, H. Ş., & Erişen, Y. (2002). Öğretmen Yetiştiren Kurumlarda Öğretim Elemanlarının Etkili Öğretmenlik Özellikleri [Effective teaching specialities of teacher trainers working at teacher training ınstitutions]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi , 22 (1), 99-116. [Google Scholar]
  39. Temiz, N. (2021). Donanımlı bir okulda covid-19 pandemi dönemi uzaktan eğitim hayat bilgisi dersinin yöntem ve materyal kullanımı açısından incelenmesi [The ınvestigation of distance education social studies course in terms of method and material usage in an equipped school during covid-19 pandemic]. e-Kafkas Journal of Educational Research, 8 (3), 738-769. https://doi.org/10.30900/kafkasegt.960271 [Google Scholar] [Crossref] 
  40. Usluel, Y. K., Mumcu, F. K., & Demiraslan Y. (2007). Öğrenme-öğretme sürecinde bilgi ve iletişim teknolojileri: Öğretmenlerin entegrasyon süreci ve engelleriyle ilgili görüşleri [In the learnıng-teachıng process: Teachers’vıews on the ıntegratıon and obstacles]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 164-179. [Google Scholar]
  41. Weller, Alan. (2013). The use of Web 2.0 technology for pre-service teacher learning in science education. Research in Teacher Education, 3 (2), 40-46. https://doi.org/10.15123/uel.85w24 [Google Scholar] [Crossref] 
Meta
Vol. 18 (1)
Download
Metric
History
Related

Volume 18 Issue 1

March 2023

All Manuscript

Educational Policy Analysis and Strategic Research

Copyright © 2025 Educational Policy Analysis and Strategic Research.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.