Evaluation of technology supported conceptual change activities created by pre-service science teacher

The aim of the study is to examine the nature of the technology-assisted conceptual change activities created by the pre-service science teachers and the change in their knowledge about the conceptual change activities before and after the application, and to determine the views of the pre-service science teachers about performing the technology-assisted conceptual change activities. It is thought that the creation of conceptual change activities developed within the scope of the study by integrating technology is important in terms of concept teaching in science education and will be effective in realizing meaningful and permanent teaching of concepts. The study is based on case study, one of the qualitative research designs. Ten pre-service teachers will create technology supported concept maps, mind maps, concept cartoons and conceptual change texts within the scope of the "Misconceptions in Science Teaching" course they attend online. Pre-service teachers were primarily informed about the conceptual change activities in the online environment, and then they were provided to create the technology-supported activities within the scope of the 2018 Science Curriculum. The pre-service teachers used the "Inspiration" software for concept maps, the "MindManager" software for mind maps, and the "Powtoon" website for concept cartoons and conceptual change texts, respectively. Considering that education is carried out via computer and with technology support in the 21st century world, where technology has taken a large place and gained more importance; It is thought to be of great importance and will be much more effective in the future. In the research, Concept Maps Rubric, Mind Maps Rubric, Concept Cartoons Rubric, Conceptual Change Texts Rubric, Semi-Structured Interview Questions and Conceptual Change Evaluation Questions developed by the researchers were used as data collection tools. Codes were created in line with the answers of the pre-service teachers, and these codes were presented in a tabular form as sub-themes. Analysis of the data was carried out based on content analysis. It can be said that pre-service teachers find creating technology-supported conceptual change activities effective and enjoyable in terms of concept teaching. It can be said that the technology-supported conceptual change activities created by the pre-service teachers are suitable for the achievements in the 2018 Science Curriculum. It has been concluded that the conceptual change activities created by the teacher candidates are qualified. It has been concluded that the pre-service teachers consider themselves inadequate due to the fact that technological applications are especially in English. In the conceptual change evaluations of the pre-service teachers, it was determined that the final answers were more scientific than the first answers. It was concluded that the views of the pre-service teachers about the conceptual change activities were positive.