The Experiences of Pre-service Science Teachers in Educational Content Development Using Web 2.0 Tools

Year 2019, , 338 - 357, 17.10.2019

Gulden Gursoy Derya Orhan Goksun

https://doi.org/10.30935/cet.634168

Abstract

The present study aimed to
improve the experiences of pre-service science teachers in content development
using Web 2.0 tools and to determine the effects of these experiences on their
self-efficacy beliefs in content development via Web 2.0 tools. The present
study was conducted with a mixed design that included empirical and
phenomenological methods. Forty-two pre-service science teachers participated
in the study. During the implementation, pre-service teachers developed content
using Web 2.0 tools such as Kahoot, Quizizz, Powtoon, Emaze, MindMeister and
Toondoo and shared the content with the class using Edmodo. “Self-Efficacy
Belief Scale on Fast Content Development via Web 2.0” was used as pre- and
post-tests. Findings demonstrated that pre-service teachers’ self-efficacy
beliefs and all sub-dimensions of content development via Web 2.0 tools
improved as a result of the implementation. The views of them were grouped
under seven themes; prejudice, satisfaction, awareness, fun, infrastructure
problems, language problems and tool problems. Additionally, when the mean of
item responses were examined, it was seen that the highest one was about
preparing worksheet self-efficacy belief. 
Furthermore, it was determined that pre-service teachers were happy to
participate in the implementation, recognized ways to integrate technology in
their fields, and had fun while developing content.

Keywords

Educational technologies, Web 2.0 tools, Self-efficacy, Content development, Teacher education

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