Investigation of the effectiveness of mobile learning supported science course

It is known that advances in technology affect educational environments today. The technologies used in education are trying to make education more effective and efficient. The aim of this study is to investigate the effect of science course, developed on web 2.0 applications, on students' communication and interaction skills, science course and attitudes towards technology. This study guides educators and educational material developers in terms of comparing students' observed classroom interaction levels, attitudes towards courses and technology in the traditional classroom environment and the educational environment designed with web 2.0 applications. Courses designed according to web 2.0 applications were applied to 39 students at sixth grade level for nine weeks and video recordings were taken at certain times. In addition, the courses were recorded by the researcher for two weeks before the application. Thus, comparison between in-class interaction with traditional courses and interaction in the classroom environment where web 2.0 applications are implemented is provided. Lessons that were recorded and processed for two weeks without Web 2.0 tools were defined as preview. The records obtained from the 8th and 9th weeks of the courses that were taught by using web 2.0 tools were named as final viewing. In the analysis of the data, Ober Interaction Analysis method was used to analyze the content of classroom interaction. Science and Technology Attitude Scale was used to measure attitude towards Science course and Technology Attitude Scale was used to measure attitude towards technology course. According to the results of the analysis of classroom interaction, total interaction was increased and In the last follow-up, there was an increase in the reinforcing behavior of the teacher. , the amount of the release of the teacher increased, but the response rate of the students and the teacher decreased. This can be explained by the method used by the students to research the answers to questions they are curious about using the internet. In the last follow-up, an increase was observed in the category of teacher presentation, which was observed in the detailed examination of the videos it was determined that teacher carried out the courses in collaboration with technological tools. In the last follow-up, there is a decrease in the category of students presenting the subject. The reason for this is that students' presentations are turned into e-portfolios. In the last follow-up, an increase was observed in the orientation and correction behaviors of the teacher. As a reason for this situation, it can be said that the students who first encountered the Science course with web 2.0 tools are expected to be followed increased amount of tasks and rules. Opening the applications and performing the operations in a sequential manner were directed and corrected by the commands given by the teacher. In the post viewing, silence and noise categories increased. When the silence and noise category is analyzed in detail, it is observed that the students who are trying to complete the given performance activities in which they are active take responsibility for their own learning and work more effectively in collaboration. It was observed that students were eager to complete the activities in the Science course with mobile devices. As a result of the teacher's interest in each student by one by, it is observed that there is an increase in giving feedback and correction behavior. With this application, it was observed that students and teachers became more active and students' behaviors of taking responsibility and cooperating increased. It was observed that the data obtained in accordance with the findings of in-class interaction analysis were supported with the results obtained from Science Attitude Scale and Technology Attitude Scale and the attitude changed positively.