Examination of science teacher candidetes' dijital instructional material desing processes with Web 2.0 tools

This study aims to equip pre-service teachers with the necessary knowledge and skills to introduce digital teaching materials, design digital content, and integrate these materials into instruction in accordance with pedagogical principles through training on preparing instructional materials using Web 2.0 tools. The study was conductedusing a mixed-methods approach, employing a concur rentnested mixed design. A total of 26 pre-service teachers studying in the Science Teacher Education Department at a public university participated in the research. The training on preparing instructional materials with Web 2.0 tools led to a significant increase in pre-service teachers' awareness of Web 2.0 tools and their self-efficacy perception sregarding the rapid development of educational Web 2.0 content. Additionally, a transition from traditional teaching-learning approaches to a constructivist approach was observed. Pre-service teachers designed and utilized conceptmaps, digital stories, concept cartoons, online quizzes, posters, and animations in different phases of their lessonplans, ensuring the irappropriate use forinstructional objectives. It was foundthat the digital materials they develope dimproved in terms of content and visualqualityover time, and these materials were particularly use dintensively in the attention-grab bingphase of lessonplans. This study demonstrates that integrating Web 2.0 tools into the teaching process is effective in helping pre-service teachers recognize, design, and integrate digital materials into lesson plansand adoptin novative approaches in education. It is recommended that digital teaching materials be designed and utilized in the training of pre-service teachers. KeyWords: Web 2.0 tools, digital material, teaching-learning approach, awareness, self-efficacy perception, mixed-method sresearch.