Effects of instruction supported by web 2.0 tools on prospective teachers' biotechnology literacy

The purpose of this study is to determine the impact of instruction supported by Web 2.0 tools on prospective science teachers' biotechnology literacy. The study was carried out with using experimental pretest-posttest control group design. Target population of the study is prospective science teachers studying at universities in Turkey. The sample composed of 60 prospective science teachers studying in 3rd class in spring semester of 2014-2015 academic year. These prospective science teachers were randomly assigned to experimental and control groups equally. To collect the data, "Biotechnology Literacy Test", open-ended questions and scenarios consisting of decision-making dilemmas were used. Data obtained from Biotechnology literacy test were analyzed using the t-tests. Data obtained from open-ended questions were analyzed through the rubrics prepared by researcher, and scenarios were analyzed in terms of teachers' positive or negative decision making status. According to the results obtained from the study, there was a statistically significant difference between pretest and posttest scores of the experimental group at multi-dimensional literacy in favor of the posttest. There was no significant difference between the control group's pretest and posttest results. When comparing the groups of pretest and posttest scores, statistically significant differences were seen at nominal, functional and multi-dimensional literacy in favor of the experimental group. The application influenced experimental group's decision-making process in their daily life problems. By analyzing the scenarios, it was determined that there was an increase in the number of positive decisions regarding biotechnology applications after the experimental process. Suggestions were presented in accordance with the results obtained from the research.