Use of Web 2.0 Supported Formative Assessment Tools (Kahoot Example) at Different Grade Levels and Teaching Methods in Science and Chemistry Courses

Abstract

This study examined, the usage process of Kahoot which is one of the web 2.0 supported formative assessment tools, in the secondary school 5th-grade science course (face-to-face), primary school teaching department chemistry course (face-to-face), and science teaching department chemistry course (distance education). This study used Phenomenology, which is one of the qualitative research methods that examines human experiences. The participants of the study are a faculty member/a researcher, and a science teacher. The results obtained from this study revealed that the teacher's attitude towards using instructional technologies, student characteristics (like/dislike of competition, etc.), and the method of teaching (face-to-face, distance) are important in the effective use of web 2.0 tools. It can also be said that teachers and students need financial support in accessing technology and practical training in its effective use.

Keywords

• Formative assessment
• formative assessment in science education
• formative assessment applications
• web 2.0 supported learning tools

Web 2.0 Destekli Biçimlendirici Değerlendirme Araçlarının (Kahoot Örneği) Fen Bilimleri ve Kimya Derslerinde Farklı Kademe ve Öğretim Şekillerinde Kullanımı

Abstract

Bu çalışmada, bir araştırmacının web 2.0 destekli biçimlendirici değerlendirme araçlarından Kahoot un ortaokul 5. Sınıf fen bilimleri dersi (yüz-yüze), sınıf öğretmenliği bölümü kimya dersi (yüz-yüze), fen bilgisi öğretmenliği bölümü kimya dersi (uzaktan eğitim) kullanım süreci incelenmiştir. Çalışmada, amacı insan deneyimlerini inceleyen nitel araştırma yöntemlerinden olan fenomenoloji kullanılmıştır. Çalışmanın katılımcıları bir öğretim üyesi olan araştırmacı ve bir fen bilgisi öğretmenidir. Bu çalışmadan elde edilen sonuçlar, web 2.0 araçlarının etkili kullanılmasında, öğretmenin öğretim teknolojilerini kullanmaya yönelik tutumu, öğrenci özellikleri (rekabetten hoşlanma/hoşlanmama vb), öğretim şeklinin (yüz-yüze, uzaktan) önemli olduğunu ortaya koymuştur. Ayrıca öğretmenlerin ve öğrencilerin teknolojiye erişim konusunda maddi olarak desteğe ve etkili kullanma konusunda ise uygulamalı eğitimlere ihtiyaçları olduğu söylenebilir.

Keywords

• Biçimlendirici değerlendirme
• Fen eğitiminde biçimlendirici değerlendirme
• web 2. 0 destekli öğrenme araçları
• biçimlendirici değerlendirme uygulamaları

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