The Effect of web 2.0 applications on technological pedagogical content knowledge of pre-service science teachers'

The purpose of this study is to reveal the opinions of pre-service science teachers about Web 2.0 applications and to determine the effects of these applications on pre-service science teachers' TPACK and digital literacy. The study group of the research in which a single group pre-test-post-test weak experimental design was used consists of 28 pre-service science teachers studying in the science teaching department. The quantitative data of the research were collected through the TPACK Scale and the Digital Literacy Scale. The qualitative data supporting the quantitative data in the research were collected through the Web 2.0 Applications Structured Interview Form and the TPACK Based Technology Integration Assessment Rubric. SPSS 23.0 package program was used in the analysis of the quantitative data. In the analysis of TPACK Scale and the Digital Literacy Scale, paired sample t-test was used. The analysis of the qualitative data was carried out by analyzing the interviews according to the interpretative phenomenological analysis method and scoring the lesson plans prepared by the pre-service teachers according to the Technological Pedagogical Content Knowledge Based Technology Integration Assessment Rubric. In the findings regarding the first sub-problem, it was revealed that the pre-service teachers found Web 2.0 applications effective and wanted to use them in their professional lives. In addition, it was determined that they had learned many new features of the Web 2.0 applications used in the study thanks to the training provided. In the findings regarding the second sub-problem, it was revealed that Web 2.0 applications created a statistically significant difference in favor of the post-test in the entire Digital Literacy Scale and its sub-dimensions. Therefore, it was seen that Web 2.0 applications positively developed the digital literacy of the pre-service teachers. In the findings regarding the third sub-problem, it was revealed that Web 2.0 applications created a statistically significant difference in favor of the post-test in the entire TPACK Scale and its sub-dimensions. In this context, it was concluded that Web 2.0 applications positively developed pre-service teachers' TPACK. In the light of these results, it was observed that the trainings provided for Web 2.0 applications were effective on pre-service science teachers. When the literature was examined, it was determined that there were insufficient studies investigating the effects of Web 2.0 applications in the field of science on the pre-service teachers' technological pedagogical content knowledge and digital literacy. Therefore, it is thought that this research will enrich the literature in terms of science education. In this field, it may be recommended to conduct studies investigating the effects of Web 2.0 applications on TPACK and digital literacy. Keywords: Web 2.0 applications, technological pedagogical content knowledge, digital literacy, pre-service science teachers