The effect of web 2.0 tools on success and self-regulated learning skills in cell and division unit

Computers, tablets and phones, which we frequently encounter in daily life, have become indispensable parts of life. The fact that it provides time, space, cost, quick feedback and correction has led to its increased use in education and led to the development of new approaches. Science course, which takes place in every aspect of our daily lives, is in intense interaction with technology. For this reason, the education and training methods used have been enriched and developed. Considering the features such as up-to-dateness, economy, efficiency and collaboration in educational technology, it is seen that Web 2.0 tools overlap with these features and have become an alternative as a technological tool in education. In order to meet the expectations of children who grew up with digital tools in the digital age when they come to school later, it is necessary to maximize this benefit by taking advantage of the fact that Web 2.0 tools make lessons fun, provide meaningful learning, help peer teaching, and provide equality of opportunity. The purpose of this research; Kahoot, one of the Web 2.0 tools! The aim of this study is to investigate the effects of applications on the success and self-regulated learning skills of the experimental and control groups in the cell and divisions unit. The study will be conducted with a mixed method, using quantitative and qualitative methods together, to eliminate the weaknesses of one method with the strengths of the other. The study group of the research consists of 40 7th grade students studying at a public school in Eyyübiye district of Şanlıurfa province. The Cell and Divisions unit covers five weeks (20 lesson hours) according to MEB achievements. Before starting the unit, an achievement test and a self-regulated learning strategies scale on the subject of Cells and Divisions were administered to the students in the control group and the experimental group. While the students in the control group were taught with the activities in the textbook for five weeks, the students in the experimental group were taught Kahoot!, a Web 2.0 tool, for five weeks. The lesson was taught by doing activities with the application. At the end of the five-week period, the same achievement test and self-regulated learning strategies scale were applied to both groups. Looking at the results of the achievement tests, it was seen that there was a greater increase in the success of the students in the experimental group. Investigating the effects of these digital course materials on education is extremely important for the course curriculum to be designed, teachers and students.