Digital Storytelling as a Tool for Enhancing Preservice Chemistry Teachers' Conceptual Understanding and Learning Strategies

Abstract

Digital storytelling is one of the tools that can be used to improve preservice chemistry teachers' conceptual understanding on the topic of melting and dissolving and metacognitive learning strategies. In this study, it was aimed to create digital stories using information and communication technologies on the topic of melting and dissolving, which is one of the important topics of chemistry. A one group pretest-posttest experimental design was used in the study. The study group consisted of 25 preservice chemistry teachers who were in the first grade at a state university. In addition, within the scope of the study, preservice teachers' opinions on the effect and usability of project-based learning method supported by digital stories on teaching/learning process were also taken with open-ended questions. The findings of this study revealed that digital storytelling is an effective method for improving preservice chemistry teachers' conceptual understanding and learning strategies.