Akademik Veri Yönetim Sistemi
IV. Uluslararası Bilim, Eğitim, Sanat ve Teknoloji Sempozyum (UBEST), İzmir, Türkiye, 9 - 11 Ekim 2025, ss.214-215, (Özet Bildiri)
With the rapid advancement of technology, digital learning environments have come to the fore in recent years. As the importance of these learning environments has grown, educators and researchers have been striving to integrate various digital teaching tools into their courses. Chemistry courses are also conducted using digital teaching tools. During this process, it is crucial to actively engage students in the course, keep an eye on their progress, provide them feedback, and modify the teaching strategy in response to their input. Web 2.0 tools play an important role in conducting such performance-based measurement and assessment activities in chemistry courses. There are many Web 2.0 tools used for assessment in chemistry education. In this context, Web 2.0 tools, which have an important place in information technologies, are one of the issues that should be focused on in determining whether students have achieved learning outcomes in chemistry subjects. This study examines preservice teachers' views on the use of Web 2.0 tools in general chemistry laboratory course. The sample of the study consists of freshman biology pre-service teachers studying at the Faculty of Education of a university in Izmir. The sample size consists of 13 pre-service teachers. Data were collected using a personal information form to determine the pre-service teachers' prior knowledge about Web 2.0 tools before the implementation and a written opinion form at the end of the implementation. During laboratory courses, various Web 2.0 tools (Kahoot, Quizizz, Socrative, Nearpod, Mentimeter, Plickers) were used each week to assess how well the pre-service teachers understood the purpose of the experiment and their learning outcomes. Additionally, reports related to the experiments were collected via the Padlet app, a Web 2.0 tools. Descriptive analysis techniques were used to examine the results derived from the data gathering instruments. According to the results derived from the personal information form, freshman biology pre-service teachers have typically used Google Forms and Kahoot tools during their study, and these tools are most frequently utilized in secondary school foreign language instruction. The findings of the written interviews indicated that the most widely utilized Web 2.0 tools were Kahoot and Socrative, and that the Web 2.0 technologies used for measurement and assessment in the laboratory improved pre-service teachers' understanding of the subject. Furthermore, while pre-service teachers reported various beneficial effects of collecting experiment reports via Padlet (ease of writing, availability of various visualisation tools, ease of access at any time, etc.), they also reported experiencing problems related to internet access. They stated that the Web 2.0 tools used for assessment should also be used in other courses and that multiple-choice and open-ended questions are the most effective question types for their own learning in such tools. In summary, the freshman pre-service biology teachers benefited from this implementation, which was conducted in the general chemistry lab. For future studies, it is suggested that Web 2.0 tools be used for assessment in various courses and with various samples, in addition to a variety of teaching methods and approaches.