Online Science Teaching Supported by Web 2.0 Tool: Virtual Museum Event

Year 2021, , 285 - 313, 30.10.2021

Kevser Arslan , Asli Görgülü Arı

https://doi.org/10.53048/johass.977133

Cited By: 2

Abstract

In this study, it is aimed to investigate the effect of the online science course, which is carried out by using the virtual museums created with the web 2.0 tool, on the academic achievement and science attitudes of the fifth-grade students. In addition, student opinions about the virtual museum were also taken within the scope of the study. The research was conducted based on mixed method research in which qualitative and quantitative research models were combined. Quasi-experimental design with pre-test and post-test control groups was used in the quantitative dimension. The study group consisted of a total of 100 fifth grade students studying at a public school in the academic year of 2020-2021. In the determination of the study group, the easily accessible case sampling method, which is one of the purposeful sampling methods, was used. The study group was divided into two, and science teaching was carried out in the experimental group with a virtual museum created with web 2.0 tools; in the control group, traditional science teaching was carried out by adhering to the activities in the textbook. In the qualitative aspect of the study, opinions about the virtual museum were taken from the students. In the study, the science lesson attitude scale and the academic achievement test prepared for the subject of human and environment were used as data collection tools. While the data obtained from the science lesson attitude scale and achievement test were analysed with the SPSS program; the interview data were analysed using descriptive analysis. As a result of the research, it was revealed that virtual museums, which are web 2.0 tools, have a positive effect on students' science lesson attitudes and academic achievement.

Keywords

Science education, online education, Web 2.0 tools, virtual museum, academic achievement, attitude.

Web 2.0 Aracı ile Desteklenen Çevrim İçi Fen Bilimleri Öğretimi: Sanal Müze Etkinliği

Abstract

Bu çalışmada, web 2.0 aracıyla oluşturulan sanal müzelerden yararlanılarak gerçekleştirilen çevrim içi fen bilimleri dersinin, beşinci sınıf öğrencilerinin akademik başarılarına ve fen tutumlarına olan etkisinin araştırılması amaçlanmıştır. Ayrıca sanal müze hakkında öğrenci görüşleri de çalışma kapsamında alınmıştır. Araştırma, nitel ve nicel araştırma modellerinin bir arada olduğu karma yöntem araştırmasına dayalı olarak yürütülmüştür. Nicel boyutunda ön test ve son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışmanın nitel boyutunda ise öğrencilerden sanal müzeye yönelik görüşler alınmıştır. Çalışma grubunu ise 2020-2021 yılı eğitim-öğretim yılında bir devlet okulunda öğrenim görmekte olan toplam 100 kişilik, beşinci sınıf öğrencisi oluşturmuştur. Çalışma grubunun belirlenmesinde amaçlı örnekleme yöntemlerinden kolay ulaşılabilir durum örnekleme türüne başvurulmuştur. Çalışma grubu ikiye bölünmüş, deney grubunda web 2.0 araçlarıyla oluşturulan sanal müze ile fen öğretimi gerçekleştirilmiş; kontrol grubunda ise ders kitabındaki etkinliklere bağlı kalınarak geleneksel fen öğretimi yapılmıştır. Çalışmada veri toplama aracı olarak, fen dersi tutum ölçeği ve insan ve çevre konusunda yönelik hazırlanmış olan akademik başarı testi kullanılmıştır. Fen dersi tutum ölçeği ve başarı testinden elde edilen veriler SPSS programı ile analiz edilirken; görüşme verileri, betimsel analizden yararlanılarak analiz edilmiştir. Araştırma sonucunda, web 2.0 araçlarından olan sanal müzelerin, öğrencilerin fen dersi tutumlarına ve akademik başarılarına olumlu etkisinin olduğu ortaya konulmuştur.

Keywords

Fen eğitimi, çevrim içi eğitim, Web 2.0 araçları, sanal müze, akademik başarı, tutum.

References

• Akbaba, K. (2019). The effect of web 2.0 applications in science teaching on students' attitudes towards science lesson and technology use. Unpublished Master Thesis, Aksaray University Institute of Science and Technology, Aksaray.
• Akgün, Ö. E., Babur, A. and Albayrak, E. (2016). Effects of lectures with powerpoint or prezipresentations on cognitive load, recall, and conceptual learning. International Online Journal of Educational Sciences, 8(3), 1-11.
• Akkaya, A. (2019). The effect of activities developed with web 2.0 tools on computer hardware on student achievement. Unpublished Master's Thesis, Balikesir University Institute of Science and Technology. Balikesir.
• Aladağ, E., Akkaya, D. and Şensöz, G. (2014). Evaluation of the use of virtual museums in social studies lesson according to teachers' opinions. Trakya University Journal of Social Sciences, 16(2), 199-217.
• Almalı, H. and Yeşiltaş, E. (2020). The effect of teaching geography subjects using web 2.0 technologies in social studies education on students' academic achievement and attitudes. Turkish Journal of Scientific Research, 5(2), 64-81.
• Alp, G. (2019). The effect of Scratch program and web-assisted cooperative learning method on the conceptual thinking skills of primary school 5th grade students. Master Thesis, Uludag University Institute of Science and Technology, Bursa.
• Alpago, H. and Alpago, D. O. (2020). Coronavirus and socioeconomic consequences. IBAD Journal of Social Sciences, 5(8), 99-114.
• Altıok, S., Yükseltürk, E. and Üçgül, M. (2017). Evaluation of a scientific activity for web 2.0 education: participant views. Journal of Instructional Technologies & Teacher Education, 6(1), 1-8.
• Ambusaidi, N. A. and Al-Rabaani, A. H. (2019). The efficiency of virtual museum in development of grade eight students’ achievements and attitudes towards archaeology in oman. International Journal of Educational Research Review, 4(4), 496-503.
• Angoletto, R. and Queiroz, V. C. (2020). Covid-19 and the challenges in education. The Centro de Estudos Sociedade e Tecnologia(CEST), 5, 2.
• Arslan, K. and Coştu, F. (2021). Web 2.0 applications in the teaching process: a swot analysis. Shanlax International Journal of Education, 9(4), 460-479.
• Ateş, A. (2018). The effect of the learning material created by using augmented reality technologies on the academic achievement of the 7th grade science and technology lesson on "particle structure of matter and pure substances". Unpublished Master's Thesis, Niğde Ömer Halisdemir University, Niğde.
• Avcı, F. and Atik, H. (2020). Preschool and classroom teachers' metaphorical perceptions and views on the concept of " web 2.0 tools". Qualitative Social Sciences, 2(2), 142-165.
• Aytan, T. and Başal, A. (2015). Examination of Turkish teacher candidates' perceptions of web 2.0 tools. Turkish Studies (Electronics), 10(7), 149-166.
• Azid, N., Hasan, R., Nazarudin, NFM and Md-Ali, R. (2020).embracing industrial revolution 4.0: the effect of using web 2.0 tools on primary schools students' mathematics achievement (fraction). International Journal of Instruction, 13(3), 711-728.
• Bolatlı, Z. and Korucu, A. T. (2018). Secondary school students' feedback on course processing and collaborative learning with web 2.0 tools-supported stem activities.Bartın University Journal of the Faculty of Education, 7(2), 456-478.
• Bozkurt, A. (2020). The coronavirus (Covid-19) pandemic process and evaluations on education in the post-pandemic world: new normal and new education paradigm. AUAd, 6(3), 112-142.
• Bulut, P. and Uzun, E. B. (2021). A workshop proposal for virtual museums and creative drama: the museum is coming to the classroom!. Journal of Creative Drama, 16(1), 131-156.
• Bünül, R. (2019). Views of pre-service science teachers on the use of web 2.0 tools in teaching. Unpublished Master's Thesis, Dicle University Institute of Educational Sciences, Diyarbakır.
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Erkan-Akgün, Ö., Karadeniz, Ş. and Demirel, F. (2012). Scientific research methods (12th Edition). Ankara: Pegem.
• Calışkan, E., Önal, N. and Yazıcı, K. (2016). What do social studies teacher candidates think about the use of virtual museums in teaching activities? Turkish Studies (Elektronik), 11(3), 689-706.
• Carrillo, C. and Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487.
• Celebi, C. and Satırlı, H. (2021). Usage areas of web 2.0 tools at primary school level. Instructional Technology and Lifelong Learning, 2(1), 75-110.
• Celik, T. (2021). A scale development study of competence in using web 2.0 tools. Pamukkale University Journal of Education Faculty, 51, 449-478
• Cetin, H., S. (2020). Teacher and student views on the effectiveness of Web 2.0 assessment tools in primary school. Unpublished Master's Thesis, Muğla Sıtkı Kocaman University, Institute of Educational Sciences. Mugla.
• CinSeker, Z. (2020). The Effect of web 2.0 Educational Tools on the Achievement of Secondary School 5th Grade Students in Affix-Root Teaching. Online Submission, 5(1), 95-107.
• Creswell, J. W. and Clark, V. L. P. (2017). Designing and conducting mixed methods research (3rd ed.). Los Angeles: SAGE.
• Daniel, J. (2020). Education and the COVID-19 Pandemic. Prospects, 49(1), 91-96.
• Demirboğa, E. (2010). The effects of virtual museum visits on students' cognitive and sensory gains. Unpublished Master's Thesis, Gazi University, Institute of Educational Sciences, Ankara.
• Dennis, M. J. (2021). Digital well-being under pandemic conditions: catalysing a theory of online flourishing. Ethics and Information Technology, 1-11.
• DiBella, K. S. and Williams, K. G. (2015). Beneficial web 2.0 tools to engage learners and maximize learning. Journal of Learning in Higher Education, 11(2), 75-81.
• Doğanlı, A., S. (2019). The effect of virtual museum visits on the achievement of 9th grade students in different high school types. Unpublished Master Thesis, Gazi University Institute of Educational Sciences, Ankara.
• Durusoy, O. (2011). Developing teaching self-efficacy by using web 2.0 and digital video technologies in teacher training. Unpublished Master's Thesis, Balikesir University, Institute of Science and Technology, Balikesir.
• Eguz, S. (2020). Availability of virtual museum applications in courses based on the views of classroom teachers. Cypriot Journal of Educational Sciences, 15(2), 194-207.
• Ekinci, R. (2019). The effect of different teaching methods on the relationship between human and environment on academic achievement, attitudes towards science and environment. Unpublished Master's Thesis, BoluİzzetAbant University Institute of Educational Sciences, Bolu.
• Elbay, S. (2021, February). Evaluation of virtual museums in terms of student views. In International Symposium of Scientific Research and Innovative Studies (Vol. 22, p. 25).
• Elmahdi, I., Al-Hattami, A. and Fawzi, H. (2018). Using technology for formative assessment to ımprove students' learning. Turkish Online Journal of Educational Technology-TOJET, 17(2), 182-188.
• Elmas, R. and Geban, Ö. (2012). Web 2.0 tools for 21st century teachers. International Online Journal of Educational Sciences, 4(1), 243-254.
• Faboya, O. T. and Adamu, B. J. (2017). Integrating web 2.0 tools into teaching and learning process through mobile device technology in nigerian schools: current status and future directions. International Journal of Education and Research, 5(5), 113-124.
• Faizi, R. (2018). Teachers’ perceptions towards using web 2.0 in language learning and teaching. Education and Information Technologies, 23(3), 1219-1230.
• Fırat, E. A. and Köksal, M. S. (2017). The relationship between use of web 2.0 tools by prospective science teachers and their biotechnology literacy. Computers in Human Behavior, 70, 44-50.
• Franceschi, R. and De Miguel, L. (2021). Bibliographic review. Existence of virtual museums for educational purposes is applied to the professional environment. Journal of Educational Technology and Online Learning, 4(3) , 464-474.
• Gılıç, Y. (2020). The effect of virtual museum supported collaborative English learning activities on secondary school 7th grade students' reading comprehension achievement and virtual museum satisfaction. Unpublished Master Thesis, Mersin University Institute of Educational Sciences, Mersin.
• Gömleksiz, M. N. and Pullu, E. K. (2017). The effect of creating digital stories with Toondoo on student achievement and attitudes. Electronic Turkish Studies, 12(32), 95-110.
• Gündoğdu, M. M. (2017). The effect of collaborative learning environment developed with web 2.0 technologies on secondary school students' academic achievement, reflective thinking skills and motivation levels for problem solving. Unpublished Master's Thesis, Necmettin Erbakan University, Institute of Educational Sciences, Konya.
• Gürleroğlu, L. (2019). Investigation of the effects of science teaching with web 2.0 applications in accordance with the 5e model on student achievement, motivation, attitude and digital literacy. Unpublished Master's Thesis, Marmara University Institute of Educational Sciences. Istanbul.
• Gürsoy, G. and Göksun, D. O. (2019). The experiences of pre-service science teachers in educational content development using web 2.0 tools. Contemporary Educational Technology, 10(4), 338-357.
• Hainsworth, M. (2017). Using web 2.0 technology to enhance the science curriculum in your school. Primary Science, 149(1), 25-27.
• Horzum, M. B. (2010). Investigation of teachers' awareness of web 2.0 tools, frequency of use and purposes in terms of various variables. International Journal of Human Sciences, 7(1), 603-634.
• 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. Technology, Knowledge and Learning, 1-19.
• Ibrahim, H. and Alqahtani, A. S. H. (2018). The impact of adopting web 2.0-based e-book on student learning skills. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2509-2522.
• Islek, D. (2021). The effect of museum education practices integrated with virtual teaching environments on achievement levels of preschool teacher candidates during the pandemic. Revista de CercetareşiIntervenţieSocială, (73), 133-153.
• Islek, D. and Asiksoy, G. (2019). The studies conducted regarding virtual museum area: a content analysis research. World Journal on Educational Technology: Current Issues, 11(1), 87-93.
• Jena, A. K., Bhattacharjee, S., Devi, J.and Barman, M. (2020). Effects of web 2.0 technology assisted slideshare, youtube and whatsapp on ındividual and collaborative learning performance and retention in tissues system. Online Submission, 8(1), 25-36.
• Jena, A. K., Bhattacharjee, S., Gupta, S., Das, J. and Debnath, R. (2018). Exploring the effects of web 2.0 technology on ındividual and collaborative learning performance in relation to self-regulation of learners. Journal on School Educational Technology, 13(4), 20-35.
• Kampouropoulou, M., Fokiali, P., Efstathiou, I., Koutris, T. and Stefos, E. (2015). Students’ views on the use of a virtual educational museum. Review of European Studies, 7(11), 1–6.
• Karadağ, E. and Yücel, C. (2020). Distance education at universities during the new type of coronavirus pandemic: an evaluation study within the scope of undergraduate students. Journal of Higher Education, 10(2), 181-192.
• Karaman, S., Yıldırım, S. and Kaban, A. (2008). Learning 2.0 is becoming wide spread: research and results on the use of web 2.0 applications in education. XIII. Internet Conference Proceedings in Turkey, 35-40.
• Karataş, S., Yılmaz, A., Kapanoğlu, G. and Meriçelli, M. (2016). Examination of teachers' views on virtual museums. Journal of Education and Training Research, 5(1), 112-125.
• Kaya, R. and Okumuş, O. (2018). Evaluation of the use of virtual museums in history lessons according to student opinions. Turkish History Education Journal, 7(1), 113-153.
• Keçeci, O. (2018). The effect of scratch-assisted teaching of the circulatory system of the 6th grade science course, the systems in our body unit, on the academic achievement and motivation of the students. Unpublished Master's Thesis, Gazi University, Institute of Educational Sciences, Ankara.
• Kirmizigul, H. G. (2020). The Covid-19 pandemic and the educational process it brings. Journal of Eurasian Social and Economic Studies, 7(5), 283-289.
• Kompen, R. T., Edirisingha, P., Canaleta, X., Alsina, M. and Monguet, J. M. (2019). Personal learning environments based on web 2.0 services in higher education. Telematics and Informatics, 38, 194-206.
• Konstantinidis, A., Theodosiadou, D. and Pappos, C. (2013). Web 2.0 tools for supporting teaching. Turkish Online Journal of Distance Education, 14(4), 287-295.
• Korkmaz, Ö., Vergili, M., Çakır, R. and Erdoğmuş, F. U. (2019). The effect of Plickers web 2.0 assessment and evaluation application on students' exam anxiety and achievement. Gazi Journal of Educational Sciences, 5(2), 15-37.
• Korucu, A. T. (2020). The effect of digital stories used in science education on pre-service teachers' academic achievement, numerical competence and questioning skills. Kastamonu Journal of Education, 28(1), 352-370.
• Korucu, A. T. and Çakır, H. (2015). Opinions of pre-service teachers using collaborative learning environment developed with dynamic web technologies. Adıyaman University Journal of Social Sciences Institute, (19), 221-254.
• Laru, J., Näykki, P. and VeJärvelä, S. (2012). Supporting small-group learning using multiple web 2.0 tools: A case study in the higher education context. Internet and Higher Education, 15(1), 29–38.
• Lim, J. and Newby, T. J. (2020). Preservice teachers’ web 2.0 experiences and perceptions on Web 2.0 as a personal learning environment. Journal of Computing in Higher Education, 32(2), 234–260.
• Liu, C. C., Lu, K. H., Wu, L. Y. Ve Tsai, C. C. (2016). The impact of peer review on creative self-efficacy and learning performance in web 2.0 learning activities. Journal of Educational Technology & Society, 19(2), 286-297.
• Liu, Q., Liu, M., Yu, S., Ma, J., Liu, J. and Jiang, Y. (2021). Design and ımplementation of virtual museum learning environment from the perspective of multimedia learning theory. In 2021 International Symposium on Educational Technology (ISET) (pp. 266-269). IEEE.
• Livari, N., Sharma, S. and Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–how covıd-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183.
• Lockee, B. B. (2021). Online education in the post-covıd Era. Nature Electronics, 4(1), 5-6.
• Magnuson, M. L. (2012). Construction and reflection: using web 2.0 to foster engagement with technology for information literacy ınstruction. Doctoral Dissertation, The University of Wisconsin, Milwaukee.
• Malhiwsky, D. R. (2010). Student achievement using web 2.0 technologies: a mixed methods study. Unpublished Doctoral Dissertation, Faculty of The Graduate College, University of Nebraska.
• McLoughlin, C. and Lee, M. (2007). Social Software and participatory learning: Pedagogical choices with technology affordances in the web 2.0 era. Paper presented at the meeting of Ascilite, Singapore.
• Mete, F. and Batıbay, E. F. (2019). The effect of Web 2.0 applications on motivation in Turkish education: kahoot example. Journal of Mother Tongue Education, 7(4), 1029-1047.
• Mulenga, E. M. and Marbán, J. M. (2020). Is covıd-19 the gateway for digital learning in mathematics education?. Contemporary Educational Technology, 12(2),ep269.
• Okumuş, O. and Vurgan, A. (2021). Pre-service history teacher’s opinions about the use of virtual museum applications in history courses. Education Quarterly Reviews, 4(2).
• Onbaşılı, Ü. I. (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.
• Özenç, M., Dursun, H. and Şahin, S. (2020). The effect of activities developed with web 2.0 tools based on the 5e learning cycle model on the multiplication achievement of 4th graders. Participatory Educational Research, 7(3), 105-123.
• Özer, A. (2016). The effect of the use of the contextual model of learning in the virtual museum on the academic achievement, motivation and satisfaction levels of the students. Unpublished Doctoral Thesis, Ankara University Institute of Educational Sciences, Ankara.
• Özkılıç, O. (2021). Developing web 2.0 tools introduction and user guide for teachers according to ADDIE design model. Unpublished Master Thesis, Gazi University Institute of Educational Sciences, Ankara.
• Patton, M.Q.(2018). Qualitative research and evaluation methods (Translation M Tüm, SB Demir). Ankara: PegemAkademiYayıncılık.
• Peker, N. (2014). The use of virtual museums in social studies lessons and the attitudes of social studies teacher candidates towards the use of virtual museums. Unpublished master's thesis, Aksaray University, Aksaray.
• Phirangee, K. (2013). Beyond the elementary classroom walls: exploring the ways participation within web 2.0 spaces are reshaping pedagogy. Journal of Educational Multimedia and Hypermedia, 22(3), 299-316.
• Rachmawati, D. L. and Purwati, O. (2021). Web 2.0 platform as a creative and ınteresting supplementary tool for teaching writing. JPI (Jurnal Pendidikan Indonesia), 10(2), 212-223.
• Rhoads, R. A., Berdan, J. and Toven‐Lindsey, B. (2013). The open courseware movement in higher education: unmasking power and raising questions about the movement's democratic potential. Educational Theory, 63(1), 87-110.
• Rosen, D. ve Nelson, C. (2008). Web 2.0: A new generation of learners and education. Computers in the Schools, 25(3-4), 211-225.
• Say, S. and Yıldırım, F. S. (2020). Investigation of pre-service teachers' web 2.0 rapid content development self-efficacy belief levels and their views on web 2.0 tools. International Journal of Educational Methodology, 6(2), 345
• Sönmez, E. E. and Çakır, H. (2021). Effect of web 2.0 technologies on academic performance: a meta-analysis study. International Journal of Technology in Education and Science, 5(1), 108-127.
• Sungur, T. and Bulbul, H. (2019). Opinions of prospective classroom teachers on virtual museum applications. Abant İzzet Baysal University Journal of the Faculty of Education, 19(2), 652-666.
• Şahin, D. and Yılmaz, R. M. (2020). The effect of augmented reality technology on middle school students' achievements and attitudes towards science education. Computers & Education, 144, 103710.
• Şaşmaz Ören, F. (2005). The effect of learning circle approach on students' achievement, attitude and logical thinking abilities in primary school 7th grade science lesson. Unpublished doctoral thesis, Gazi University Institute of Educational Sciences, Ankara,
• Tatlı, Z. (2017). Kavram Öğretiminde Web 2. 0, Tatlı, Z. (Ed.), Pixton, (s. 262-273). Ankara: Pegem Akademi
• Tatlı, Z., Altınışık, D., Şen, H. and Çakıroğlu, Ü. (2021). Learning via virtual and real museums: a comparative study on presence and retention. International Journal of Virtual and Personal Learning Environments (IJVPLE), 11(1), 38-53.
• Taylor, B. (2001). The effect of surrogation on viewer response to expressionalqualities in works of art: preliminary findings from the toledo picture study. Doctoral Dissertation. Department of Philosophy, University of Michigan, USA.
• Teker, N. T. D. and Özer, A. Y. (2016). The effect of the use of the contextual model of learning in the virtual museum on the academic achievement, motivation and satisfaction levels of the students. Unpublished Doctoral Thesis, Ankara University Institute of Educational Sciences, Ankara.
• Tengku, W. T. S. M., Ashaari, N. S. and Rahim, N. (2016). Designing multi-dimensional user interaction for a virtual museum system. Journal of Electrical Engineering and Computer Science, 4(3), 649–654.
• Timur, S., Timur, B., Arcagök, S., and Öztürk, G. (2020). Science teachers' views on web 2.0 tools. Journal of Kirsehir Education Faculty, 21(1), 63-107.
• Tuncer, M. and Şimşek, M. (2019). The effect of plickers application on mathematics anxiety and mathematics achievement in middle school 5th grade mathematics lesson division process. OPUS International Journal of Society Studies, 13(19), 281-310.
• Turgut, G. (2015). The use of virtual museums as an educational tool in social studies course. Master Thesis. Adnan Menderes University Institute of Social Sciences, Aydın.
• Turkmen, H., Zengin, M. and Kahraman, Z. (2018). Examining the opinions of museum experts about the role of museums in education. Eskişehir Osmangazi University Turkish World Application and Research Center Education Journal (ESTUDAM Education Journal), 3(2), 30-44.
• Ulusoy, K. (2010). Open education students’ perspectives on using virtual museums application in teaching history subjects. Turkish Online Journal of Distance Education, 11(4), 36-46.
• Ustaoğlu, A. (2012). The effect of the use of virtual museums in the travel unit of primary school 7th grade social studies course in Turkish history on student achievement. Master Thesis, Gazi University, Institute of Educational Sciences, Ankara.
• Uysal, M. (2020). The effect of using web 2.0 animation tools on various variables in primary school 4th grade science lesson. Master Thesis, Niğde Ömer Halisdemir University, Institute of Educational Sciences, Niğde.
• Wang, L. (2013). An examination of teachers' integration of web 2.0 technologies in secondary classrooms: a phenomenological study. Proceedings of The IADIS International Conference on Cognition & Exploratory Learning in Digital Age, 355-358.
• Yıldırım, A. and Şimşek, H. (2013). Qualitative research methods in the social sciences. Seçkin Publishing: Ankara
• Yıldırım, I. (2020). Investigation of the effects of using web 2.0 tools on students' academic achievement, self-learning with technology and their attitudes towards science in the 7th grade unit of light and matter. Unpublished Master Thesis, Kocaeli University Institute of Science and Technology. Kocaeli.
• Yıldırım, T. and Tahiroğlu, M. (2012). The effect of virtual museum visits on primary school students' attitudes towards social studies course. Electronic Journal of Social Sciences, 11(39), 104-114.
• Zheng, F., Khan, N. A. and Hussain, S. (2020). The covid-19 pandemic and digital higher education: exploring the impact of proactivepersonality on social capital through ınternet self-efficacy and online ınteraction quality. Children and Youth Services Review, 119, 105694.
• Zouboula, N., Fokides, E., Tsolakidis, C. and Vratsalis, C. (2008). Virtual reality and museum: an educational application for museum education. International Journal of Emerging Technologies in Learning (iJET), 3(2008).