"Even I Get Bored with Ordinary Presentations": Social Studies Teacher Candidates' Perspectives on Web 2.0 Tools

Year 2024, Volume: 12 Issue: 2, 613 - 648, 29.07.2024

İlker Dere N. Zeynep Kıral

https://doi.org/10.46778/goputeb.1426445

Abstract

The current study examines the perspectives of preservice social studies teachers about using Web 2.0 tools. Researchers used the case study design to achieve the purpose of the study. The working group consists of 25 preservice social studies teachers enrolled for the course "Social Studies Teaching II." The data were collected from three data sources: A structured interview form, unstructured observations, and documents. The content analysis method was used to analyze the data. The research results show that the participants learned Web 2.0 tools from academics at their university and mainly used Web 2.0 tools during the measurement and evaluation stage of their teaching performance. Moreover, the researchers observed that the participants used similar Web 2.0 tools, and some still discovered new instructional tools with more research. Furthermore, the participants stated that Web 2.0 tools contribute to learning, facilitate teaching, enable permanent learning, and attract attention by making social studies teaching fun. Lastly, while most preservice teachers mentioned that Web 2.0 tools have no limitations, some stated that Web 2.0 tools have limitations. It is concluded that Web 2.0 tools significantly enhance social studies courses and should be part of social studies teacher education programs.

Keywords

Web 2.0 Tools, Preservice Social Studies, Teacher Education, Instructional Technologies

“Sıradan Sunumlarda Ben Bile Sıkılıyorum”: Sosyal Bilgiler Öğretmen Adaylarının Web 2.0 Araçları Hakkındaki Perspektifleri

Abstract

Bu çalışmada sosyal bilgiler öğretmen adaylarının Web 2.0 araçlarının kullanımına ilişkin algıları ve deneyimleri incelenmektedir. Araştırmada çalışmanın amacına ulaşmak için durum çalışması modeli kullanılmıştır. Çalışma grubu “Sosyal Bilgiler Öğretimi II” dersini alan 25 sosyal bilgiler öğretmen adayından oluşmuştur. Veriler, üç veri kaynağından toplanmıştır: Yapılandırılmış görüşme formu, yapılandırılmamış gözlemler ve belgeler. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Araştırma sonuçları, katılımcıların Web 2.0 araçlarını üniversitelerindeki akademisyenlerden öğrendiklerini ve öğretim performanslarının ölçme ve değerlendirme aşamasında ağırlıklı olarak kullandıklarını göstermektedir. Ayrıca araştırmacılar, katılımcıların benzer Web 2.0 araçlarını kullandıklarını ve bazılarının daha fazla araştırmayla yeni öğretim araçları keşfettiklerini gözlemlemiştir. Bunların dışında katılımcılar Web 2.0 araçlarının öğrenmeye katkı sağladığını, öğretmeyi kolaylaştırdığını, kalıcı öğrenmeyi sağladığını, sosyal bilgiler öğretimini eğlenceli hale getirerek dikkat çektiğini belirtmişlerdir. Son olarak çoğu öğretmen adayı Web 2.0 araçlarının herhangi bir sınırlılığından bahsetmezken, bazıları araçların bazı sınırlı yönlerine değinmiştir. Web 2.0 araçlarının sosyal bilgiler derslerini geliştirmek için gerekli olduğu ve sosyal bilgiler öğretmen yetiştirme programlarının bir parçası olması gerektiği sonucuna varılmıştır.

Keywords

Web 2.0 Araçları, Sosyal Bilgiler Adayı, Öğretmen Eğitimi, Öğretim Teknolojileri

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