The effect of teaching using web 2.0 tools on academic achievement, rapid content development self-effi̇cacy belief and awareness: Peri̇odi̇c system topic

This study aimed to examine the effect of teaching using Web 2.0 tools on pre-service science teachers' academic achievement, their self-efficacy beliefs, and their awareness of rapid content development, and to reveal their views on Web 2.0 tools. The experimental design model used in the study is a one-group pretest-posttest model, which is one of the weak experimental designs in the classification of pre-experimental designs. The study was carried out in the fall semester of the 2023-2024 academic year with a total of 47 pre-service science teachers, 33 girls and 14 boys, who were enrolled in the 2nd grade of Alanya Alaaddin Keykubat University Science Teacher Education program and took the Web 2.0 Tools elective course. In the study, which was completed in an 8-week period, the students were informed about the research to be conducted within the scope of the related course in the first week and were asked to fill in the pre-tests. In the following six weeks, students were given training on the use of Web 2.0 tools. The Web 2.0 tools used in the study were mind maps, concept cartoons, comprehension analysis tables and matching tables in Canva design program, fun game-based questions in Wordwal application, concept maps in Mindmeister application and digital boards in Padlet application. In teaching Web 2.0 tools, the topic of "periodic system" was selected and the pre-service teachers were asked to make their own designs by using the Web 2.0 tools they learned about the topic of "periodic system" after each application. In the study, quantitative data were collected with data collection tools named "Academic Achievement Test", "Scale for Determining Self-Efficacy Belief in Rapid Content Development for Web 2.0 Tools" and "Awareness Scale for Web 2.0 Tools" and the opinions of pre-service science teachers about the application were collected with "Student Opinion Form on the Use of Web 2.0 Tools". The quantitative data used in the study were analyzed using a t-test for dependent and independent samples. Content analysis was used to analyze the qualitative data collected in the study. In the quantitative findings of the study, significant differentiation was observed in academic achievement pre-test and post-test scores. There were significant differences in the pre-test and post-test scores of the preparation, presentation and evaluation sub-dimensions of the Web 2.0 rapid content development self-efficacy belief scale and with the total scale in favor of the post-test. In the pre-test and post-test results of the Web 2.0 tools awareness scale, there was a significant increase in the scores of knowing, perceiving, and feeling sub dimensions and the total scale was in favor of the post-test. Based on the results obtained from all three quantitative measurement tools, it was determined that the applications had no effect on gender. In the qualitative findings of the study, pre-service teachers stated that learning would be easier and more effective with Web 2.0 tools. The importance of technology-supported education has become very important today. The inclusion of these innovative educational practices in teaching processes will contribute to the training of more qualified teachers.