The reflections of the lesson study model on the integration of web 2.0 tools into science lessons by prospective classroom teachers

The aim of this study is to examine the reflections of the lesson study model on the skills of pre-service classroom teachers to integrate web 2.0 tools into the science course. The study group of this case study research consisted of 12 pre-service teachers studying in the fourth grade of the Classroom Education Department of the Department of Elementary Education, Faculty of Education, Fırat University in the spring semester of 2021-2022. The research data were collected over a period of six weeks and the data obtained were analyzed using descriptive and content analysis techniques. Observation protocol, individual interviews, reflective diaries of pre-service teachers and researcher's diary were used as data collection tools. The research observations were conducted over a 6-week period between April 05, 2021 and May 11, 2021, taking into account the stages of the lesson study model. According to the results of the research, there were times when the pre-service teachers used inappropriate activities in classroom practices, but they realized this situation in the reflection meetings and made efforts to correct it. In addition, it was determined that the pre-service teachers started to use web 2.0 tools in accordance with the parts of the course, albeit with some mistakes, and in the last weeks, they used different web 2.0 tools in the evaluation in line with both subject and purpose. At the beginning of the study, it was observed that pre-service teachers almost never used web 2.0 tools and had problems with time, classroom management and classroom design related to media knowledge, but at the end of the study, it was found that they successfully integrated web 2.0 tools into classroom practices and improved their media knowledge. In the Science course designed according to web 2.0 tools, it was observed that students actively participated in the activities and pre-service teachers were more effective. Pre-service teachers positively stated that web 2.0 tools are fun, interesting, instructive, permanent, useful, provide feedback and answer questions. With the lesson study model, the learning environment has become more enjoyable, pre-service teachers' professional and social communication has improved, they have made their own evaluations, revealed their creativity by exchanging ideas, made the lessons more efficient with different web 2.0 tools and contributed to the professional development of teachers. With this study, it was determined that the lesson study model practices were positively effective in the integration of web 2.0 tools into the Science course. Based on the results of the study, some recommendations are presented for the relevant educational stakeholders.