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

Yıl 2019, , 338 - 357, 17.10.2019

Gulden Gursoy Derya Orhan Goksun

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

Öz

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.

Anahtar Kelimeler

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

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