The effect of using web2.0 tools in science lesson on entrepreneurship, digital literacy and creativity skills

In this study, the impact of Web 2.0-supported instructional practices on seventh-grade students' entrepreneurship, digital literacy, and scientific creativity skills was examined within the scope of the "Pure Substances and Mixtures" unit in the Science course. The research was conducted using an explanatory sequential mixed methods design, in which a quasi-experimental pretest-posttest control group design was preferred for the quantitative phase. Entrepreneurship, digital literacy, and scientific creativity scales were used as data collection instruments. In the qualitative phase, a semi-structured interview form developed by the researcher was employed, taking into account the sub-dimensions of the skills under investigation. The study group consisted of 105 seventh-grade students during the 2023–2024 academic year, and the instructional activities were carried out over a total period of eight weeks. Fourteen students from the experimental group were randomly selected to participate in interviews. The findings revealed that, in terms of entrepreneurship skills, there were significant differences in the sub-dimensions of "self-confidence," "perceived innovativeness and creativity," "leadership and tendency to take initiative," and "social skills and group work" in favor of the experimental group. However, the change observed in the "risk-taking tendency" sub-dimension was not found to be statistically significant. A significant increase was identified in both the total entrepreneurship score and the "leadership and initiative" sub-dimension in the pretest-posttest comparison of the experimental group. Results related to the digital literacy test showed significant improvements in the "information processing" and "problem-solving" sub-dimensions, while changes in the "security" and "communication" sub-dimensions were not statistically significant. For the scientific creativity test, a significant increase in favor of the experimental group was observed. Qualitative findings obtained from the interviews indicated that the implemented activities had a positive impact on students' entrepreneurship, digital literacy, and creativity skills, thus supporting the quantitative results. Keywords: Web 2.0, entrepreneurship, digital literacy, scientific creativity, science education