The relationship between use of Web 2.0 tools by prospective science teachers and their biotechnology literacy

Frat, Esra Akgl; Kksal, Mustafa Serdar

doi:10.1016/j.chb.2016.12.067

Cited by 19 publications

(13 citation statements)

References 36 publications

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“…At this point, it is thought that web 2.0 tools can have a positive effect on students' course achievement and attitudes in educational environments, especially in the online education process, and make significant contributions to the operation of the teaching process both for the teacher and the student. The positive opinions of students and teachers on the use of web 2.0 tools in the educational environment and their positive effectiveness in the teaching process has been found in many studies in the national and international literature (Altıok, Yükseltürk & Üçgül, 2017;Bolatlı & Korucu, 2018;Bünül, 2019;Çetin, 2020;Elmahdi, Al-Hattami & Fawzi, 2018;Fırat & Köksal, 2017;Gürleroğlu, 2019;Gürsoy & Göksun, 2019;Ibrahim & Alqahtani, 2018;Jena, Bhattacharjee, Devi & Barman, 2020;Kompen et al, 2019;Rachmawati & Purwati, 2021;Say & Yıldırım, 2020;Timur, Timur, Arcagök & Öztürk, 2020).…”

Section: Figure 1 Classification Of Web 20 Tools That Can Be Used In the Teaching Processmentioning

confidence: 97%

Web 2.0 Aracı ile Desteklenen Çevrim İçi Fen Bilimleri Öğretimi: Sanal Müze Etkinliği

Arslan

Arı

2021

İnsan Ve Sosyal Bilimler Dergisi

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In this study, it is aimed to investigate the effect of the online science course, which is carried out by using the virtual museums created with the web 2.0 tool, on the academic achievement and science attitudes of the fifth-grade students. In addition, student opinions about the virtual museum were also taken within the scope of the study. The research was conducted based on mixed method research in which qualitative and quantitative research models were combined. Quasi-experimental design with pre-test and post-test control groups was used in the quantitative dimension. The study group consisted of a total of 100 fifth grade students studying at a public school in the academic year of 2020-2021. In the determination of the study group, the easily accessible case sampling method, which is one of the purposeful sampling methods, was used. The study group was divided into two, and science teaching was carried out in the experimental group with a virtual museum created with web 2.0 tools; in the control group, traditional science teaching was carried out by adhering to the activities in the textbook. In the qualitative aspect of the study, opinions about the virtual museum were taken from the students. In the study, the science lesson attitude scale and the academic achievement test prepared for the subject of human and environment were used as data collection tools. While the data obtained from the science lesson attitude scale and achievement test were analysed with the SPSS program; the interview data were analysed using descriptive analysis. As a result of the research, it was revealed that virtual museums, which are web 2.0 tools, have a positive effect on students' science lesson attitudes and academic achievement.

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Section: Figure 1 Classification Of Web 20 Tools That Can Be Used In the Teaching Processmentioning

confidence: 97%

Web 2.0 Aracı ile Desteklenen Çevrim İçi Fen Bilimleri Öğretimi: Sanal Müze Etkinliği

Arslan

Arı

2021

İnsan Ve Sosyal Bilimler Dergisi

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“…Lin, Ganapathy and Kaur (2018) and Zarzycka-Piskorz (2016) have found that students have more internalized the course and had fun as a result of their studies investigating the effect of gamification in higher education using Web 2.0 tools. Similarly, Fırat and Köksal (2017) and Efe (2014) concluded that student teachers use Web 2.0 tools mostly for entertainment, accessing information and web-based learning.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Digital transformation in assessment and evaluation course: The effects of Web 2.0 tools

Cumhur

Çam

2021

JPR

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This study aims at using a Web 2.0 tool supported-application to achieve digital transformation in an assessment and evaluation course. The study explored the effectiveness of application on the academic achievement, attitude and views of student teachers. Following a mixed-method research design, the quantitative part comprised the pre-test-post-test quasi-experimental research with a control group and the qualitative part utilized a case study. The study was performed in the education faculty of a state university with a total of 52 student teachers (25 in the experimental group and 27 in the control group). While the courses were supported by Web 2.0 tools in the experimental group, traditional teaching methods were applied in the control group for a 14-week course period. The assessment and evaluation achievement test and attitude scale were used to gather quantitative data, while an interview form about the learning environment supported by Web 2.0 tools and the researcher observation notes were used to obtain qualitative data. For the quantitative part of the study, t-tests were computed and the qualitative data were analyzed through content analysis. The findings yielded a significant difference between the experimental and control groups in favor of the experimental group. The findings of the content analysis showed that experimental group student teachers found the Web 2.0 tools-supported course more enjoyable, effective and attention-taking. Based on these results, suggestions have been made to change the monotonous higher education courses and design them in a way that will attract the attention of students with Web 2.0 tools.

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“…It is based on ensuring that its business system runs alone, and extracts part of its information to the educational information platform. On the basis of the establishment of the central library, it can provide the degree data opening API for the third-party authorities, and the third party obtains these open data to carry out its own business implementation (Stasik, 2017;Fırat and Köksal, 2017;Han, 2017).…”

Section: The Architecture Of Educational Information Platformmentioning

confidence: 99%

“…Speed is an important feature of Web 2.0. But Web 2.0 websites have a lot of updates contents every day, so Web 2.0 sites are needed to adapt quickly to changes in demand, so lightweight development tools are used(Stasik, 2017;Fırat and Köksal, 2017;Han, 2017).…”

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confidence: 99%

Research on educational informatisation platforms based on Web 2.0

Wang

Kang

2020

IJBM

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Educational informatisation is an important part of national informatisation strategy. The realisation of educational informatisation plays a fundamental, global and lasting role in social development. The advent of the Web 2.0 era has injected new impetus into the development of network education. Web 2.0 has the characteristic of personalisation, decentralisation, openness, interactivity, and sociality. It corresponds to the educational idea advocated by modern educational theory. Through the method of literature analysis, this paper collates and think about the current educational application research under the Web 2.0, and finally through specific case analysis and comparison to verify the views and draw conclusions and provide reference for the future research of Web 2.0 and educational informatisation platform.

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The relationship between use of Web 2.0 tools by prospective science teachers and their biotechnology literacy

Cited by 19 publications

References 36 publications

Web 2.0 Aracı ile Desteklenen Çevrim İçi Fen Bilimleri Öğretimi: Sanal Müze Etkinliği

Web 2.0 Aracı ile Desteklenen Çevrim İçi Fen Bilimleri Öğretimi: Sanal Müze Etkinliği

Digital transformation in assessment and evaluation course: The effects of Web 2.0 tools

Research on educational informatisation platforms based on Web 2.0

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