Evaluation of digital stories created by pre-service science teachers, examination of their digital literacy and opinions

The aim of the research is to develop digital stories with pre-service science teachers within the scope of national science curriculum. Science course, to examine the views of pre-service teachers about the digital story process, and to examine the effects of the applications on pre-service teachers' digital literacy levels. It is thought that digital stories, which are formed by integrating the scientific stories produced by the pre-service teachers using their imagination and creativity, with technology, are a teaching material that can support an effective and meaningful science education. The research was designed in a case study, which is one of the qualitative research methods, in order to collect systematic and multiple data about the research and to examine the data in depth. In the study, within the scope of Teaching Practice course, four pre-service science teachers were informed about the digital storytelling method online, and they were provided to create digital stories by using the 'Pawtoon' website. Pre-service teachers developed a digital story on Destructive Natural Events to use as course material in practice schools. Semi-structured interview form developed within the scope of the thesis study, digital literacy form consisting of open-ended questions, and digital story products developed by pre-service teachers were used as data collection tools. It can be said that creating digital stories improves pre-service teachers' digital literacy and that pre-service teachers find digital story activities instructive and entertaining. In addition, pre-service teachers stated that digital story activities improve their professional, technological and personal skills. It can be interpreted that the digital stories created by the pre-service teachers can be used in lessons in accordance with the achievements in the 2018 Science Curriculum. It has been determined that pre-service teachers consider themselves technologically inadequate before the application. More activities can be organized to improve the technological skills of pre-service teachers.