Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi 1305-2020 Van Yüzüncü Yıl Üniversitesi 10.33711/yyuefd.1775578 Science Education Fen Bilgisi Eğitimi Examination Of Preservice Science Teachers' Views On Web 2.0 Tools Fen Bilimleri Öğretmen Adaylarının Web 2.0 Araçlarına Yönelik Görüşlerinin İncelenmesi https://orcid.org/0000-0002-1791-9633 Karışan Dilek Aydın Adnan Menderes Üniversitesi https://orcid.org/0009-0005-6828-9378 Karasulu Ezgi ADNAN MENDERES ÜNİVERSİTESİ 04 24 2026 23 1 25 51 09 01 2025 01 03 2026 Copyright © 2004, Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi 2004 Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi

The aim of this study is to examine science teacher candidates’ views on Web 2.0 tools. The research was conducted during the 2024–2025 academic year with 29 science teacher candidates at a university in western Turkey, using a qualitative case study design. Participants were selected through criterion sampling based on whether they had taken a course related to Web 2.0 tools. Data were collected through written opinion forms and face-to-face interviews, and analyzed using content analysis. The findings revealed that teacher candidates perceive Web 2.0 tools as highly functional and multidimensional in both teaching and learning processes. They emphasized that these tools contribute significantly to enriching lesson content, increasing student participation, creating personalized learning environments, and supporting material development. Advantages such as virtual experiment opportunities, time management, and instructional support were also highlighted. The study concludes that Web 2.0 tools offer interactive, student-centered, and constructivist learning environments, making them effective in science education. As a recommendation, future research could explore the use of Web 2.0 tools across different subjects and grade levels to gain broader insights.

Bu araştırmanın amacı, fen bilimleri öğretmen adaylarının Web 2.0 araçlarına yönelik görüşlerini incelemektir. 2024-2025 eğitim-öğretim yılında Türkiye’nin batısındaki bir üniversitede öğrenim gören 29 öğretmen adayıyla yürütülen çalışmada, nitel araştırma desenlerinden durum çalışması yöntemi kullanılmıştır. Katılımcılar, ilgili dersleri alıp almama durumlarına göre ölçüt örnekleme yöntemiyle seçilmiştir. Veriler, yazılı görüş formları ve yüz yüze görüşmelerle toplanmış; içerik analiziyle değerlendirilmiştir. Bulgular, öğretmen adaylarının Web 2.0 araçlarını hem öğretme hem de öğrenme süreçlerinde çok işlevli ve etkili araçlar olarak gördüklerini ortaya koymuştur. Özellikle ders içeriklerini zenginleştirme, öğrenci katılımını artırma, bireyselleştirilmiş öğrenme ortamları sunma ve materyal geliştirme gibi alanlarda bu araçların önemli katkılar sağladığı belirtilmiştir. Ayrıca sanal deney ortamları, zaman yönetimi ve öğretim sürecini kolaylaştırma gibi avantajları da vurgulanmıştır. Web 2.0 araçlarının etkileşimli, öğrenci merkezli ve yapılandırmacı öğrenmeye uygun ortamlar sunduğu sonucuna ulaşılmıştır. Gelecekte farklı branş ve düzeylerde benzer çalışmalar yapılması önerilmektedir.

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